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Connected Self for Schools

Connected Self

Connected Self partners with schools to deliver high-quality outcomes for students, families, and teachers through various therapeutic and educational programs.

  • SA

Availability is confined to specific regions. Contact the provider to check availability in your region.

Pricing: Paid

Origin: Developed in Australia for Australian schooling contexts

Affiliations: NDIS registered provider; Child Safe Environment accredited; Trauma Responsive Schools Initiative Department For Education SA

Product type: Student activities; Activity sheets; Professional learning; Presentation by an expert or speaker ; Whole school approach or initiative; Wellbeing monitoring service, platform or tool; Educator wellbeing resources or services; Learning modules

Contact details

Connected Self
ABN: 13 127 402 288

https://www.connectedself.com.au/for-schools-2/

info@connectedself.com.au

Focus areas

  • Positive relationships

  • Belonging and inclusion

  • Bullying and cyber-bullying

  • Mental health literacy and life skills

  • Self-regulation and engagement

  • Resilience and optimism

  • Grief and loss

  • Self-esteem and body image

  • Drug and alcohol education

  • Respectful relationships and consent education

  • Suicide and self-harm

  • E-safety and digital literacy

Curriculum alignment

  • Health and PE

Prospective users

Audience: Targeted small group early intervention (Tier 2), Intensive individualised approach (Tier 3)

Context: School or centre-based

Main beneficiaries: Year 1, Year 2, Year 3, Year 4, Year 5, Year 6, Year 7, Year 8, Year 9, Year 10, Year 11, Year 12

Delivery style: Delivered by program staff

Aims & approach

Connected Self partner with schools to achieve high quality outcomes for students, their families and teachers collectively. They offer diverse opportunities to support student wellbeing through different programs:

  • Wellbeing Services: offers a highly experienced, trained and skilled practitioner to work with a school community including children, young people and adults. Practitioners will perform multiple roles including mentoring students, small group programs, supporting adults within the community and capacity building with families and other wellbeing initiatives.
  • Therapeutic Mentoring program: provides academic and wellbeing support to young people in schools, combining development of educational skills with therapeutic practices to support students to thrive in their learning. It takes a relationship-based, growth-focused, and practitioner-supported approach to student wellbeing.
  • Trauma Awareness Training: Connected Self delivers a suite of trauma responsive training modules including trauma responsive practice and implementation, trauma-informed leadership, communities of practice, reflective practice, parenting and vicarious trauma. It aims to build capacity of teachers, school support staff, parents and caregivers, in a dynamic way that is tailored to individual children and young people, classrooms and communities. This is done by customising the approach to each community in a manner that acknowledges the expertise of those who work within those communities.

Connected Self are passionate about building capacity for insightful practice for all those who work with children and young people, successfully partnering with schools in South Australia since their inception in 2007. The resources draw on evidence from implementation science, as well as many years of experience in the educational and community services sectors. This informs their unique approach to building the capacity of individuals and communities to effectively respond to children and young people with lived experiences of trauma.

Implementation support

  • Access to professional facilitator, instructor or mentor

Evidence

All Connected Self practitioners are trained in the Connected Self trauma responsive model. Content for Trauma Responsive Practice Training draws on research from key academics and clinicians, including but not limited to; Ed Tronick (Mutual Regulation), Jon Baylin (Attachment Focused Therapy), Dan Siegal (Mindsight, Emotions and Reflective Awareness), Bessel van der Kolk (Safety and Bodily Awareness), Vittorio Gallesse (Mirror Neurons), Stephen Porges (Polyvagal Theory), Dan Hughes (PACE), Kim Golding (Dyadic Approach), Lou Cozolino (Attachment Based Teaching), Souers & Hall (Fostering Resilient Learners), Bruce Perry (Neuro-Sequential Model of Therapeutics), Pat Ogden and Peter Levine (Somatic Approach) and Sandra Bloom (Sanctuary Model).

In addition to the trauma responsive model that all staff practice within, Connected Self also use the Intentional Practice Model in this space.