Introducing Janet Ingram – Guidance Officer

I have worked as a Guidance Officer for over six years in Central Queensland and the Southeast Region and I have been privileged to work with many students and their families.  I love being able to help students to reach their potential by identifying barriers to success and working together to overcome the challenges they face each day at school.  Helping young people become the best versions of themselves by overcoming challenges and setbacks (perceived and real) is central to my practice. It is my reason for getting up in the morning.

Students often ask me what kind of things can they talk to a Guidance Officer about. I reply,” Anything that is getting in the way of your learning right now.”  Students often go to their peers for advice but unfortunately young people do not have the life skills to advise on complex issues.  A Guidance Officer is an objective adult who can offer other perspectives in a confidential setting and provide support by addressing educational barriers, so the student can get on with the business of learning and shaping their futures.

Being a Guidance Officer in the secondary phase of learning gives me the opportunity to advise students in selecting university pathways and further training or work.  Nothing is more satisfying than watching a student end their schooling knowing what work/study will be meaningful for them, and how they will contribute positively to society.  

Guidance Officers are registered and experienced teachers with a Masters Degree in Guidance Counselling. This unique expertise enables us to work in schools and help all students in the areas of academic achievement, social, personal and career development. Guidance Officers do not have the qualifications to diagnose mental health disorders, but we can suspect, in which case I encourage further support from external providers (psychologists) who can provide a deeper and more consistent treatment than I can provide at school.  If your child does see a psychologist my work with them does not end. I work collaboratively with teachers, parents and external agencies to negotiate personalised plans which support students with their mental health needs at school.

I am located in the administration building and appointments can be made through the main office or by emailing me directly on email jingr34@eqeduu.au. 

Self Confidence – a valuable asset for adolescents

“You have to be the best version of yourself and if that means you have to be a bit self-promoting then it’s okay. It really is.  Because who is going to believe in you more than yourself?” ReeceWitherspoonn, actress.

How much is your confidence worth?  In my opinion, it is highly valuable.  Confident people work better under stress and are better positioned to influence others, which in turn creates greater life satisfaction.   Frequently in my work as a Guidance Officer I encounter students with confidence issues which hold them back from attaining what they want from school, friendships and their pursuits.  Parents, teachers and coaches are in a prime position to help so I have attached a helpful guide below.  

How Confidence Develops

For most children school means spending more time on learning and less on ‘play’. It also means more expectations of them – from parents, carers, teaching staff and of themselves. Children typically start out with high expectations. When they see how well they do things compared to others, their view of their own abilities often changes. They learn that they are good at some things and not so good at others. They also see how others respond to what they do. These things influence their confidence in their abilities and influence how willing they are to have a go in situations where they feel unsure.

How Parents and Carers Can Help

Confidence improves through building on small successes. Parents, carers (and teaching staff) can help by:

• explaining that skills develop with consistent practice over time.
• encouraging persistence when outcomes are not achieved straight away
• praising effort, persistence and improvement
• making sure that goals are achievable by breaking down large tasks or responsibilities into small steps
• encouraging your adolescent to have a go and valuing individual improvement rather than comparing to others
• Encouraging confident body language such as sitting or walking into a room with upright shoulders. The mind listens to the body so you will feel more confident.  Other people respond positively to outward signs of confidence.     

Confident Thinking

“The most important words you hear shape you, but the most important words you will ever hear in your entire life are the words you say to yourself...Focus only on what you want to move towards and accomplish, never on the opposite, which is what you want to leave behind...Whatever we focus on we move towards...” Marissa Peer, psychologist.

Particular ways of thinking are very important for building confidence. Helpful ways of thinking include:

• believing that, if you try, you can succeed. We tell the mind what we want it to do.
• finding positive ways to cope with failure and being prepared to give it another go
• enjoying learning for its own sake by competing with your own performance rather than that of others.

Dealing with Disappointment

Everybody fails to achieve their goals sometimes. Parents, carers and teaching staff can help by:

• Acknowledging feelings, and respond sympathetically and with encouragement e.g. “You sound disappointed, but at least you had a go.”
• Helping kids focus on what they can change to make things better, rather than thinking that the situation is unchangeable or that there is something wrong with them, e.g., “What can you try that might make that work better next time?”
• Challenging words like ‘I can’t’ or ‘I’m a failure’, and letting them know that ‘giving up’ may not help them reach their goal. Instead offer to work out a plan together and ask them to contribute ideas. Evaluate what is realistic and achievable in the time frame.

Let them know you believe in them, support them with their goals and remind them of what they have achieved to date. 

The Hurting Game by Brainstorm Productions.

The Hurting Game is a wellbeing and anti-bullying program.  It’s a funny and engaging live performance for high school students that provides strategies for resilience, help seeking, online safety and positive relationships

The Hurting Game will be performed to a live audience of around 100 students on Friday 23^rd July during Period 4.  Students elected to go and have been invoiced.  Please check that you have paid to avoid disappointment.  

2022 Harding Miller Scholarship Applications Open from 15th July until 15th September What is the Harding Miller Education Foundation Scholarship? The Harding Miller Education Foundation offers life-changing scholarships to young women in Australian public high schools. Applicants must be in year 8 in 2021　to apply. Since 2016, the HMEFF has supported over 600 girls across 350+ schools in every state and territory of Australia.　 The HMEF's mission is to bridge the long-term societal gap of opportunity for girls within the public-school system for students who: 1) demonstrate high academic potential　 2) are experiencing challenging socio-economic circumstances Each scholarship is valued at $20,000 over four years from years 9-12 and provides critical resources and support to enable our scholars to not only finish high school, but to reach their academic potential and build direct pathways to tertiary education. Eligibility is described in this link:   　https:/wwwwhardingmillereducationfoundationn.org.au/apply-for-a-scholarship/

Janet Ingram