ࡱ> []Ze $bjbj 8Txj\xj\adddddxxx8Ltx($p L  """'''''''$)*,'d"""""'dd 4'n#n#n#"vd d 'n#"'n#n#:4$,t$ Es?|"^`$ p''0(j$ -"-t$-dt$""n#"""""''n#"""(""""-"""""""""> *: Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted byTasmanGloriavale Christian Community SchoolComposite year 1-13Senior Constable Terri Middleton School Community Officer SummaryPersonal safety education in an isolated rural community.IssueGloriavale Christian Community School is a private school on the West Coast. This is in a rural isolated area. The Community members spend most of their time at Gloriavale, but they do also come into the wider community. Due to isolation the students were not fully aware of some personal safety issues that could occur, or how to deal with these situations. This also applied to the older teenagers who had left school. Identification and prioritisationThe issue was identified by the Gloriavale Community, who contacted the School Community Officer (SCO) for advice in Term 3 of 2017. Concerns were discussed about safe relationships inside their Community, and also for some personal safety education relating to outside the Community, especially as the members do not spend a lot of time outside their Community and are quite uncertain about what can occur, and where to go for help. Police had recently delivered  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe to the school, and also had a parent evening. But there had been no education provided by Police to the Community members aged 16 to 25 years. As some of this group were becoming (or were already) parents, the Community leaders identified that it would be beneficial for them to also receive this education. It would empower them so they could in turn educate their own children. A meeting took place between the School Community Officer, Community Leader and Deputy Principal, where information was shared about the concerns and ways to address them, and some areas to focus on. Short-term goalFor the Police and Community to work together and identify areas of concern. This was to be done by sharing information, and by speaking to the younger members about their issues or concerns. For the Community, especially the young people, to gain more knowledge, education and support in how to have healthy relationships and safe practices with others, both inside and outside their Community, and to know how and where to get help should they need it. For the young parents to be educated so they could reinforce and pass it on to their children, and to discuss their learning with other Community members, opening up communication on these matters.Long-term goalFor members to feel safer inside and outside their Community. For members to learn skills to empower the young generation. To continue to build trust and confidence between the Police, the Community and other agencies. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Discussion took place about areas where people may feel unsafe, and how to put measures or education in place to help with these. Policies, procedures and a MOU were drawn up to help with this. The environment was addressed by providing more lighting around dark areas. There was also discussion on new housing for expanding families. Measures were put in place for the womens concerns about their concerts, when members of the public come into the Community this included setting up a system of security men. Community connections (consultation; collaboration; model parents) The Leader, DP and SCO discussed the concerns and came up with some ideas. Secondary  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe (KOS) was adapted with some more relevant lessons to be used for the targeted group. Two evenings were put aside, as this suited the young working adults better. A Community meeting was held to advise about KOS, as well as further lessons for the older teenagers and young people 16-25 years old who had missed out on KOS. Other Police staff were briefed and booked in to be involved in the educational sessions. The Community was also doing  HYPERLINK "http://pb4l.tki.org.nz/Incredible-Years-Parent" Incredible Years, so it was good to see them mentioning the parenting knowledge that they had gained through this, especially in relation to discipline. Curriculum teaching and learning (taking action for: myself; my friends; my community) KOS lessons were developed by the SCO and approved by the DP. Interactive learning sessions were held over two nights. Male Police staff worked with the young men of the Community, and female Police staff (the SCO and the Police Area Commander) worked with the women. The first session covered identifying abuse, recognising and avoiding abuse and risks, problem-solving, and legal ages. The second session covered scenarios of abuse and the laws relating to them, deciding what to do, the DVD Silent All These Years, who could help, and role of Police and Oranga Tamariki when there are report of concerns for young people. A KOS Box was made available for the young people to ask anonymous questions and receive answers from Police and elders.ImpactThis opportunity gave people the chance to talk about concerns about their safety. It also gave them more knowledge about acceptable behaviour, different forms of abuse, laws and consequences. They also learned about the people who could help and support them, both inside and outside the community. A good relationship was formed between Police staff and the Community members.Next stepsFollow up visits to engage further with this group. Continue on a regular cycle with KOS. Introduce  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/loves-me-not" Loves-Me-Not relationship education.ObstaclesNew lessons had to be developed that were more relevant to the Communitys needs. Extra Police staff were required, which was beneficial in the end as it allowed them to gain an insight into the value of working with schools in general, and to better understand the role of the School Community Officer. This also allowed the Community to engage with more members of Police.ImprovementsAs the sessions were quite long to fit everything in, perhaps having shorter but more sessions. To continue to encourage young people and students to report any concerns or issues they may have in regards to their safety, both inside and outside the Community. ConclusionThe school was pleased with its achievement in supporting their Community with personal safety education. They were happy with having KOS in the school, and wanted their other young people to also gain some education in this field.      School narrative Successful Relationships Year ٴ  PAGE \* MERGEFORMAT 3  89:RSdo   ! 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