Pastoral Care

Pastoral Care In Theory - Here you will find a theoretical explanation
Pastoral Care In Practice - Here you will find an explanantion of practice
Pastoral Care Team - Here you can meet the team
Learning Support - Here you will find explanation about the support options
Social Workers - Here you will find contact details of the social workers
Group Work Programs - Here you will find out more about programs offered
Chill & EDEN Room - Here you will find more information about these rooms

Pastoral Care In Theory

St Brendan-Shaw College endeavours to educate students in accordance with Gospel values such as community, faith, hope, reconciliation, courage, service, commitment, justice, forgiveness and love. We also aim to develop within students, greater self-discipline and more of a sense of individual responsibility.

General rights
Every member of our community - students, staff and parents - has the right to:

  • feel safe and be safe;
  • feel supported and be supported;
  • not be harassed or bullied, belittled or ridiculed;
  • learn and play in a calm and rewarding environment; and
  • be proud of themselves, their achievements and the College.

Rights are always associated with responsibilities and procedures that have been established to ensure the welfare of all in our community.

Pastoral Care in Practice

  • Pastoral Care refers to the total expression of community care for one another.
  • Our school community seeks to provide a holistic understanding of the growth of the human person and is committed to the values of learning, community, openness, caritas, and responsibility.
  • Pastoral Care aims to provide effective networks of care: everyone in the school community has the right to be safe in the school environment and has the responsibility to be involved in Pastoral Care.
  • Pastoral Care involves a partnership with parents and fosters trust and communication between home and school. It provides a forum of parental input into many aspects of College life and provides opportunities for parental involvement.
  • Pastoral Care aims to develop self-discipline and individual responsibility.

College expectations are framed to encourage respect, support learning and highlight that an individual's responsibility to a community comes at the expense of individual freedoms. It is difficult to pre-empt every situation, so we encourage the following practice:

  • The behaviour and dress of students at school needs to be appropriate for a school environment.
  • The College reserves the right to make judgments in relation to this.
  • If you are unsure of the appropriateness or otherwise of a change to hairstyle, clothing or the like, contact the College before making a financial commitment
  • Students bring valuables to school at their own risk.


Pastoral Care Team
- Deputy Principal of Pastoral Care: Kim Walters
- House Heads: Gerry Peters (Dillon), Adam Aherne (Griffin), Ross Hubble (Lyons), Jo Hoare (MacKillop), Hector Lencton (Pastoral Care Leader)
- Social Workers: Lynda Beaven, Donna Jordan

From 2012 the College has formally adopted a Schoolwide Positive Behaviour Support (SWPBS) process to nurture a happy community where each person is valued and encouraged to do their best.

Learning Support

What is the Learning Support Team?
The Learning Support Team (LST) aims to support all students in reaching their full potential. This includes students who have barriers to their learning and those who are Gifted and Talented. A key feature of the Learning Support Team is the facilitation of collaborative planning between teachers, support staff, parents and students. This service is delivered in a range of ways from 1:1 tuition, small group work, and can include participation in Literacy and Numeracy Catch-Up or extension programs.

School Based Programs

  • Resilience and Groupwork Skills (all)
  • DRUMBEAT (Holyoake) program Discovering Relationships Using Music, Beliefs, emotions, Attitudes, and Thoughts.

Students learn basic techniques for the Djembe Drum while developing interpersonal skills and building relationships.

Gifted and Talented

  • Future Problem Solving Pprogram (www.fpsp.org.au)
  • A range of extension activities to suit the needs and interests of the child

Learning Support Team

  • Learning Support Coordinator: Rosalie McDonald
  • Educational Psychologist: Dana Sallese M.A.P.S. (Consults weekly) l Other External Consultants (Coopted as required)
  • College Social Workers: Lynda Beaven - Senior Social Worker l Donna Jordan - Social Worker l Kiona Fitzpatrick - School Nurse
  • Teacher Aides: Cheryl Sheehan l Nick Sallese l Lisa Robertson l Karen Beattie
  • Teachers: Nona Roberts - Key Learning Skills Program l Bridget Leary - Gifted & Talented Coordinator
  • Aboriginal Support: Margaret Shearer
  • Deputy Principal of Learning and Teaching: Gavin Hicks

College Counselling Service
As part of the Pastoral Care Team counsellors work with students, families, staff and the broader community to provide a professional holistic counselling and support service.
Services include:

  • Individual and family counselling
  • Community and medical referrals to various agencies to assist and support the student
  • Community education and proactive intervention
  • Emotional and psycho/social assessment
  • College liaison, support and provisional advice
  • Case Management
  • Group work
  • Mediation
  • Transition support
  • Home/hospital visits

What SBSC can offer you!

  • Evaluation of students
  • Plan, implement, monitor and evaluate programs for students with learning difficulties
  • Assist teachers in supporting students with a diverse range of learning needs
  • Assist with referrals to outside agencies
  • Liaise with teachers to monitor student progress
  • Assist in transition to the workplace
  • Explore assistive technology options that would be suitable for individual student needs

Contact Details
For more information or referral to a member of the LST, please contact:
Rosalie McDonald
Learning Support Coordinator
03 6424 7622
rmcdonald@sbsc.tas.edu.au

Click here to download the Learning Support Flyer as a PDF

Social Worker

The College employs two professional Social Workers, Lynda Beaven (Senior Social Worker) and Donna Jordan (Social Worker). They work as part of the Pastoral Care Team with students, families, staff and the broader community to provide a professional holistic counselling and support service.

Some issues that social workers respond to:

  • Bullying
  • Mental Health-including depression, anxiety, self-harm, suicidal thoughts and feelings
  • Self-esteem and confidence building
  • Critical incidents or crisis
  • Grief and Loss
  • Family issues
  • Non-attendance
  • Personal safety - including child protection matters
  • Relationships
  • Conflict and mediation
  • Drugs and alcohol
  • Parenting
  • Homelessness


Services include:

  • Individual and family counselling
  • Group work
  • Home/College liaison for students, parents and staff
  • Mediation between home, school and/or other agencies
  • Community and medical referrals to various agencies to assist and support the student
  • Community education
  • Case Management
  • Transition support


Confidentiality and Privacy
Social Workers work within various legislations including:

  • The Education Act 1994
  • The Children, Young Persons and Their families Act 1997
  • The Youth Justice Act 1997
  • The Personal Information and Protection Act 2004
  • Family Violence Act 2004

Most things are confidential except for serious safety and crime issues.

Lynda Beaven
Senior Social Worker

Group Work Programs

At St Brendan-Shaw College we offer a range of programs. These programs are flexible and developed dependent upon the identified needs of students.

DRUMBEAT
The DRUMBEAT program uses hand drumming to engage participants in a co-operative group process that explores relationship issues. Structured sessions cover topics such as:
- Values l Peer Pressure l Identity l Social Harmony l Teamwork l Emotional Expression
The program also includes a performance element, which provides recognition of achievement and a further connection to community. The DRUMBEAT program serves to increase positive social connection.

The Program
- Engages young people quickly through the modem of music
- Provides a sense of connectedness with self and others
- Is physical, providing an avenue for the release of inner tension
- Is non-competitive and fun
- Allows for pro-social, creative self-expression
- Reduces self-centredness, isolation and alienation
- Reduces tension, anxiety and stress

Positive Self Esteem for Girls
This program focuses on establishing positve self-esteem and developing relationships.

Mental Emotional and Spiritual Health (MESH)
The progam is a holistic approach to positive wellbeing

Chill & EDEN Room

The Chill Room
The Chill Room has been set aside to give students who need some time out a place to go that is a safe and welcoming. It has comfortable seating, a couch, bean bags and cosy chairs. There are also therapeutic weighted blankets (and a bear) that offer for many a calming effect. An aroma dispenser with a selection of scents is available.

Some students like to sit quietly and others can engage in activities that promote self-regulating emotions, including reading material, that educates and promotes positive well-being and adult art. Mindful sensory kits are available which contain activities for self-regulation that utilise all the senses along with a range of board games.

Students use the room for a variety of reasons. Some need some personal space to have some down time. Use of the chill room can be part of an individual learning plan where access to a quiet space is part of their self-management strategy.

This room is available at recess and lunch for those who have a CHILL PASS. Passes can be provided by members of the College Pastoral Care Team.

The EDEN Room
EDEN is a classroom which is utilised for targeted instruction and group-work. The concept of the EDEN (Education Enhancement) room arose from the need to support the number of students needing significant accommodations and assistance to reach their full potential. The room is inclusive for all students from those with specific learning issues to gifted and talented.
The room setup is not that of the traditional classroom but is geared towards 1:1 and small group work, with study cubicles, whiteboard desks, ergonomic seating, couches and a range of items that cater or a multi-sensory approach and for students who are more kinaesthetic in their learning style. The room is staffed by a teacher, and teacher aides. The room is used for a range of purposes including:

  • KLS teaching (Key Learning Skills - a course that focuses on daily life skills and is available for students in consultation with the Learning Support Team
  • A place where students can work quietly on material supplied by their teacher
  • After school tutorials
  • Lunchtime activities
  • A place where some students can sit tests (e.g. those who need additional time or can have a range of options which might include having the test read to them etc)
  • Groupwork - small groups of students can be sent to work on a common task
  • 1:1 programs such as Catch-Up Literacy and Numeracy, Reading Repairer
  • Extension groups

Some classes like the KLS and literacy and numeracy programs are scheduled into the room. Students may attend the room at the request of a teacher. Some students "self-refer" when they feel they would lke some extra assistance with a task.