Mindfulness In Schools

Tailored programs incorporating teachers, parents and children.

Shoalhaven Psychology can work with your school to provide high-quality growth for the whole community. Our programs are specifically tailored to meet your population needs in order to provide cultural and individual growth. We now have a decade of research to support best practices of mindfulness in school communities. Importantly, outcomes are dependent on the authenticity of the way practices are engaged in and taught. There are a number of ‘made to go’ programs and speakers who offer to educate in the use of mindfulness practices, but the best outcomes are achieved by employing some of the founding principles of mindfulness in being curious and applying a beginner’s mind from conception to implementation.

Mindfulness involves an exploration of our inner world through developing processes to hold information, experience the truthfulness of this information, and then re-evaluate and re-integrate it, to continuously transform and be our potential.

Our programs are multi-dimensional and include teachers, parents and children. We will work closely with each group and tailor programs as requested to provide the best fit. This means we will be available to meet your needs when you need us.

Program Components

The model for service provision is commonly divided into four components:

  • Assessment
  • Design and Planning Strategies
  • Implementation Support
  • Monitoring and Outcome measures.

These components are provided in a dynamic circular structure.

An assessment comprises a review through an examination and report of practices in accordance with identified terms of reference. The review is customised to the School’s aims and specification, and is performed utilising a project management-style framework. Part of the review process will be to identify current challenges and issues, and determine priorities for development.

Generally, an assessment involves identifying the current approaches and performance of programs in relation to a set of core service system elements and determining gaps and goals for development.

Designing and planning strategies will involve the use of specific measures to collate a functional brief and concept management plan. This will include a communication plan that clearly sets out the purpose and desired outcomes, objectives, learning theories, instructional design, content, materials and other training elements.

In addition to a well thought-out program and plan to implement, it is essential that core elements are in place to effectively manage potential risks. These are often not well identified and can cause fear and hesitation to begin new projects which may expose previously unnoticed problems. Examples might include students responding to bullying, mental health, domestic violence, trauma or sexual assault. Often when children feel safe in an exploration of feelings there can be disclosures.

Through a process of consultation and the application of a research-style methodology, the vital components of a mindfulness model of service delivery applicable to the school are identified, and a set of recommendations are presented regarding the establishment and implementation of the preferred practice model.

This preferred practice model is workshopped with key school staff, parents, and children and the strategic direction and actions presented via a proposed individually tailored program and improvement plan, which in turn will be linked to individual unit enhancement plans, the individual consumer plans and the School Curriculum Standards.

Initially the program will be intensive to provide repetition for learning and to strengthen new pathways to change. We will work closely with each group (teachers, parents, and children) providing onsite support and teachings, and tailored materials. Over time the school community will take ownership of the program and require less external input as a sustainable culture of mindfulness is enmeshed in the very fabric of your learning environment.

Program features and benefits

  • Customised consultation processes
  • Identification and appraisal of teacher-, parent,- and child-related systems and school management systems
  • Identification and appraisal of Policy and Procedure documentation and operational linkage to core units
  • Identification and appraisal of environmental features, risks, and implementation effects
  • Preparation of School improvement plan and strategic overview to facilitate planning.

Strategic risk assessment

  • Mentoring and support
  • Policies/ procedure and communication

Our comprehensive reviews and collaborative planning are foundationally supported by over 20 years of experience working with children, families, and schools. You can be confident we are able to identify and anticipate risks with you and provide the means and resources to promote safety and wellbeing.

See our upcoming Mindfulness in Schools workshop dates.

You might also be interested in trauma-focused training in schools.


Which Is Your Therapist?

Which Is Your Therapist?

To set the stage we spent our three day yearly retreat together in sharing, reflection and appreciation. At each of our retreats we start with reflection on our values- are they still relevant, are they a part of our clients journey and do we refer to them enough? Are there values we need to spend more time bringing into the company? 

Resolving Trauma

Resolving Trauma

I spend much of my time at work speaking with clients about their experiences of trauma. These are often deeply personal conversations which involve vulnerability and working through what can be confronting core beliefs and experiences.

People sacrifice the present for the future. But life is available only in the present. That is why we should walk in such a way that every step can bring us to the here and the now.

Thich Nhat Hanh