ࡱ> z|yc Gbjbj 8HxY\xY\\\\\\ppp84tppP :  !!!gpipipipipipip$s>vp\!!!!!p\\ 4p # # #!R\ \ gp #!gp # #e?m Њ'&"R#iLSpp0poi wx" w?m?m w\Sm!! #!!!!!pp #!!!p!!!! w!!!!!!!!!> ": Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted byWhanganuiWhanganui High SchoolSecondary, Urban, Decile 4LConstable P. Miller (SCO) SummaryThe promotion of healthy relationships and reduction of relationship abuse.IssueIt was evident through discussion in classes that some students were confused about sexual consent, and couldnt identify the difference between a healthy relationship and a controlling relationship.Identification and prioritisationHead of Health and the Deputy Principal noted that there wasnt any health education for Year 12 and Year 13 students. A meeting was attended by the School Community Officer and the Police Family Violence Intervention coordinator. Police data showed high incidence of relationship abuse within families in Whanganui. A large number of students at the school had been involved in these incidents as witnesses, victims or offenders. The school and students had advised Police of incidents where students had been involved in inappropriate relationships and where consent potentially wasnt given.Short-term goalTo implement  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not. To reduce the incidence of all types of relationship abuse within the school community reported to Police and the school.Long-term goalFor students to have healthy relationships, and a reduction in relationship abuse incidents in the community. To maintain students healthy relationship education and reinforcement of previous learning, e.g.  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Staff meetings discussed the value of Loves-Me-Not versus losing a day teaching their subjects. Staff were informed it would be logistically huge to implement the workshop, and there would be an impact on day-to-day running of the school, but this was outweighed by the potential impact on the students. Facilitator training took place at the school over two consecutive days, with 24 teachers (twelve Year 12 classes and twelve Year 13 classes), 20 police officers and 20 NGO staff. The workshops occurred offsite (YMCA), as it was too difficult to use twelve classes for a whole day. Counsellors were made available for students who needed comforting. Community connections (consultation; collaboration; model parents) The NGOs and a range of police staff from across the Police District assisted with the workshop. The whole school community was advised about Loves-Me-Not and the workshop delivery. The Year 12 and Year 13 students were informed at their weekly assemblies. Curriculum teaching and learning (taking action for: myself; my friends; my community) Teachers, police officers and NGOs facilitated the delivery of the workshop over two days, supported by SCOs covering healthy and unhealthy relationships. The workshop provided key messages for students to take back into their peer groups, families and other members of the school community.ImpactInitial impact measured by a survey after the workshop revealed a huge percentage of students in both age groups who thought the workshop was invaluable regarding sexual consent and recognising unhealthy relationships. Informal feedback from parents revealed their approval of the workshop, as it has increased conversation in relation to healthy relationships. The workshops also elicited conversations with friends by those in unhealthy relationships, to question their situation and remove themselves from situations that werent safe.Next stepsThe school has advised that the workshop will now be delivered annually to Year 12 students. The school has also that they will reinforce the Year 12 workshop by the Year 13s implementing Keeping Ourselves Safe.ObstaclesThere was initial resistance from some management due to the workshop reducing normal curricular lessons. This was compounded by the logistical issues required to organise the actual delivery, and that this would require off-site implementation. This resistance was reduced after statistics were shown about the prevalence of family violence and relationship harm within the school community.ImprovementsTo incorporate Loves-Me-Not into a whole school approach that enables a culture of respectful relationships in the school community (as per pages 5/6 of the  HYPERLINK "http://www.police.govt.nz/sites/default/files/publications/lmn-implementation-guide-2017.pdf" Loves-Me-Not Implementation Guide). To encourage students to lead or take ongoing action to influence their school and wider community to resist unhealthy relationships and promote healthy relationships. This would involve extending the workshop by supporting students to practically implement change in the school communities to reduce relationship harm across the community. To get more support from students by enlisting their help to gather data about relationship harm in their school community.ConclusionAfter the implementation of the workshops, the school has joined up with Police and NGOs in a partnership approach and made a significant impact on students knowledge of relationships, both positive and negative.     School narrative Successful relationships 2016 ٴ  PAGE \* MERGEFORMAT 1  89:RSdo" ) 6 < = > ? E T o q r w  0 X ^  , 8 : m q žͺߺͶɲѲ߲ŲŲ߲߲߲Ųhh=;hx hnh >h@HhHgh/>. hch > h +h?mho h +h > h3h >h?mh > hXnh >F:SdpIkd$$IflP\*KGoq#!(  t0G$644 laytP $Ifgdj${gdogdoC>gdkd$$Ifl\*KGoq#!(  t0G$644 laytP $Ifgdo $IfgdW $Ifgdj${> ? 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