Indigenous wellbeing model — with Wiremu Gray

Author: Wiremu Gray

  • January 28, 2020
  • 08:29 am

How can we support wellbeing for Māori students and staff? In this episode Wiremu shares his school experiences both as a Māori student and as a school counsellor. He describes a sense of not belonging – that this wasn’t meant for him even though he is tangata whenua, a person of this land. To help young…

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Strengths-Based Resilience — with Dr Tayyab Rashid

Author: Dr Tayyab Rashid

  • January 24, 2020
  • 07:17 am

Low down: Dr Tayyab Rashid, developer of the Strengths-Based Resilience program for school and university students, and author of the Positive Psychotherapy Clinical Handbook talks to Denise about implementing wellbeing work in schools. He emphasises the importance of schools adapting programmes to their context – of adapting and interpreting the work for their students. His…

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Cultural Responsiveness — with Dr Brenda Dobia

Author: Dr Brenda Dobia

  • January 14, 2020
  • 06:00 am

Why does paying attention to culture matter for Wellbeing? In this episode, Denise and Brenda discuss how families and schools can work together to build a resilient context for community members. Internal resources are only part of the equation for strengthening wellbeing and resilience. Brenda argues that we need to think about wellbeing in terms…

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The future of PosEd — with Mathew White

Author: Mathew White

  • January 07, 2020
  • 06:00 am

Where has PodEd been and where are we going? In this episode, Denise speaks to Mathew White who has been involved in PosEd since its inceptions.  Mathew has taught at St Peter’s Adelaide, and  Geelong Grammar.  Mathew suggests the first wave of PosEd was characterized by zest and enthusiasm while now there is more questioning…

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Psychological Capital as a Wellbeing Model — with Mike Anderson

Author: Mike Anderson

  • December 31, 2019
  • 06:00 am

What does PsychCap look like in schools? In this episode, Denise and Mike discuss the value of using the Psychological Capital framework in an educational environment. The acronym H.E.R.O. represents the four pillars of this model: Hope, Self-Efficacy, Resilience, Optimism. Mike believes HERO overlaps significantly with John Hattie’s work, particularly in regards to teacher and…

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Wellbeing learning to fit staff time and interest — with Rhiannon McGee

Author: Rhiannon McGee

  • December 24, 2019
  • 06:00 am

What can schools do to help staff and students engage with learning about wellbeing? Rhiannon McGee is charged with overseeing how wellbeing is supported throughout Geelong Grammar School and how it is taught to students from early years to high school. She explains the range of strategies they use to work with staff and students…

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The Neuroscience of Wellbeing — with Nathan Wallis

Author: Nathan Wallis

  • December 18, 2019
  • 09:10 am

What can we do to help children and adolescents develop secure attachments? Nathan Wallis, long time child advocate, started as a young teacher who realised that “scared kids don’t learn”.  He realised he had to act like a nurturer before he could be a teacher and retrained as a child therapist. Nathan knows social and…

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How Restorative Practices Can Contribute to School Wellbeing — with Greg Jansen

Author: Greg Jansen

  • December 11, 2019
  • 16:05 pm

How Restorative practices can contribute to school Wellbeing — with Greg Jansen   In this interview, Greg Jansen and Denise discuss how restorative practice is an integral part of wellbeing – supporting relational connection. Greg’s longstanding history with schools means that he understands how long it takes to embed a restorative culture (listen to find…

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The Battle Against Boredom in Schools — with Mette Ledertoug & Nanna Paarup

Author: Mette Ledertoug & Nanna Paarup

  • December 04, 2019
  • 14:33 pm

How do we battle boredom in the classroom? Research has shown one in four Danish students were very bored often or most of the time in school. Mette Ledertoug and Nanna Paarup are challenging this status quo, asking: ‘How can we expect to create lifelong learners if we turn so many students off learning in…

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