ࡱ> {}z ?bjbj>> 8HTTWr8;DT|rTqqqqqqq$urxqi$ $ $ q46rR&R&R&$ qR&$ qR&R&Iiooc`"^lHqLr0|raly2#yo"ypZw@R&49qq$|r$ $ $ $ y : Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byNorthlandKaikohe West SchoolContributing primary Urban Decile band 13 Snr Const R. Hippolite School Community OfficerSummaryDeveloping social skills to improve personal safety and social competence.IssueThere were ongoing concerns with students antisocial behaviour and the social skills of tamariki, both inside and outside school.Identification and prioritisationThe antisocial behaviour was having a negative effect on class dynamics and students learning.Short-term goalTo develop a collective understanding of how to support a positive change in students behaviour.Long-term goalTo influence parents behaviour and create positive, supportive and non-judgemental relationships between parents and students, as well as between parents and the school.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment School policies and procedures were reviewed based on a collective understanding of a HURT FREE environment that represented the values of Honesty, Caring, Responsibility, Team Work, Manners and Whanaungatanga. A team was set up to implement these understandings. Members included the Social Worker in Schools, the RTLB and Police youth development officers. Community connections Parents were informed of the purpose and the rationale of the programme, and the schools expectations for their children s behaviour in the community and in school. Parents were asked how the school could support whnau regarding the behaviour of their tamariki out in the community. The team worked alongside other para-professionals to provide a wrap-around support system for tamariki and their whnau, both in and out of school. This included a positive parenting course and support from the Ministry of Education and Child, Youth and Family. Curriculum teaching and learning Tamariki completed a programme of role-plays, social discussions and activities promoting social interaction to improve social competence. This was supported by the SCO once a week during Terms 3 and 4. Tamariki were explicitly taught how to think and act socially and with caring in a variety of contexts. This involved learning about: how social conventions work (the social thinking of others) why people think and react the way they do (how their social mind works) their own feelings and the feelings of others (how feelings drive behaviour) how their behaviour causes others to think of them (the consequences of behaviour) why others respond to them in the way they do (what others are looking for socially) how to adjust their behaviour so that life is more enjoyable (social referencing).ImpactStudents improved in social thinking, understanding how they fit in, building friendships, interacting with others in a socially acceptable way, understanding their feelings and the feelings of others, being accepted, and achieving social success in a variety of contexts. Before the intervention 510 incidents of concern were recorded in the Discipline Book for the target group every week. After the intervention, a maximum of 2 incidents were recorded for the same target group in any single week.Next stepsIncident data will be used to more quickly identify to identify and analyse patterns of behaviour in order to address antisocial behaviour before it escalates. Data sources include teachers, whnau, community, and the Discipline Book. The school aims to provide wrap-around support for whnau to become good role models for their tamariki through positive parenting programmes, an in-school community, and positive role models.ObstaclesIt was difficult at first to talk with tamariki about violence, swearing and blaming, due to bravado about who was the toughest and who was boss. Many tamariki came from difficult family environments in which physical and verbal violence was the norm.ImprovementsThis intervention would have been improved by bringing all the professionals together to plan collectively and discuss the whnau and tamariki background. More could be done to consult with whnau and engage them with the programme. Parents could be invited to join their tamariki in some of the sessions in the school. A range of visits could be arranged for tamariki as a roopu t  )89:RS      4 5 < L b c d e k w Ǽұǟnj h|.ehQRhQRh/hXM6h hoh hchh4hCJaJ hQRh91hhh91 hQRhQR hQRh hLhh`y haJ$hoh hXnhXn hXnh`y5:Sdpmdd[ $Ifgdh $IfgdE ~kd$$Ifl\x_#JD/ t644 layt91 $IfgdE gdogdo     zqh $IfgdE  $IfgdE {kd$$Ifl\x_#JD/ t644 la $Ifgd91   d e k E< $Ifgd91Skd$$Ifl0#J> t644 la $IfgdXM6 $IfgdE Skd$$$Ifl0#J> t644 la   . I ] e f o p q r         ' ( f t    4 G K ռѼ h hQR hLh hy#hQRh91hQR h[ t644 la $Ifgd91 $IfgdE Skd$$Ifl0#J> t644 la E< $IfgdE Skd$$Ifl0#J> t644 la $Ifgd91 $IfgdE Skd$$Ifl0#J> t644 la  | tbp+gP  & F#$Ifgd i% $Ifgd i% $IfgdQR $IfgdE    $ . 1 L P Y ` r s z { | 6>`bv|JL @LN`blnpEdiy~  ) h|.eh i% h|.ehQRh[ h/aJ hQRaJ h i%aJh hohh>/ t644 la $Ifgd[ t644 la %,6NUV]w|"2PRT| $26FHZ\rxz~ hQRhQRhX hVhQRh/ hVh[ t644 la $IfgdX $IfgdE Skd$$Ifl0#J> t644 la&,?GJLS[au~$/08=Amq868l<< <<<$<&<9<S<T<a<w<<<<» hpk?h>h'UhgP' h|.eh5thStxh5t h|.ehStxh hohhXhXM6hQR h|.ehQRIo practise the skills they had learned in the community. The lessons could be based more closely on the students' needs, including incidental needs..ConclusionThe school is proud of the immense gains tamariki who completed the programme have made in their social skills, behaviour and self-efficacy. Students took responsibility for their own behaviour, resulting in a fewer reported incidents. One student uses his new skills as a role model to support younger tamariki in the school when they are doing or saying hurtful things. Three students have made significant academic gains as a result of reduced social problems. The positive relationship between the tamariki, the Police and the school has helped to change the behaviour of our tamariki in the school and in the community.     School narratives Successful relationships 2014 ٴ  PAGE \* MERGEFORMAT 2 <<<<<==-=/=0=9=<=L=t=y========>>>>$>%>/>;>D>J>X>p>s>>>>>>>??????????????!?2?3?5?εhot hChoth*-jh*-Uh'hCJaJ h)hStx h|.ehgP' h|.eh5thStx h|.ehStx hpk?hw hpk?h> hpk?hStxhgP' hohh hpk?h:<<<????E@;gdXngdSkd9$$Ifl0#J> t644 la $Ifgd' $IfgdE Skd$$Ifl0#J> t644 la?????? ?!?N?O?????gdgdCgdCgdXn 5?M?N?g?i?j?????????h'hCJaJh*-h&mHnHujhChotU hChothot 6&P 1h:p:. 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