LawSense Law for School Counsellors VIC 2025

Registration

Program

Session One – 13 August 2025

12.00    LawSense Welcome

12.05    Opening Remarks from the Chair

Dr Michael Carr-Gregg, Managing Director, Psychologist, Dr Michael Carr-Gregg

Dr Emma Steer, Head of Psychological Services, Clinical and Educational & Developmental Psychologist MAPS, Lauriston Girls’ School

12.10    Case Studies: Exploring Best Practice Note-Taking – Good Versus Bad Notes

Principles to Apply

• Outlining key principles to apply in note-taking and record keeping by school counsellors, including:
  • level of detail or clarity
  • ensuring you cover key aspects
  • “loaded” words from which inferences could be drawn about the writer
  • recording conversations and dealing with hearsay
  • communications with external professionals
  • recording your hypotheses, investigations, conclusions and setting out the basis of opinions
  • making changes to notes after they were originally written
  • naming or referring to other individuals in case notes

Learnings from Examples and Case Studies – Good v Bad Notes

• Exploring best practice note-taking and good versus not so good notes in particular areas:
  • cyber bullying
  • sexualised behaviours/assault
  • anxiety, self-harm
  • case management of complex matters

Dr Gary Banks, Principal Clinical Psychologist and Managing Director, Sydney Counselling Centre; Authorised Clinician, NSW Children’s Court; Approved Clinician (Family Reports and Single Expert Reports); Accredited Family Dispute Resolution Provider

1.10      Break

1.25      Disclosure of Student Counselling Information: Navigating Consent and Examining When You Can Share Within the School, Withhold from Parents or Disclose Against Student Wishes

Outlining Key Obligations, Including for Psychologists, Non-Psychologist Counsellors, and Social Workers in Schools

• Outlining changes in legislation, expectations and enforcement of privacy and confidentiality for school counsellors
• Outlining professional obligations and difference between psychologists and non-psychologist counsellors
• Examining how current duties to your employer affect your privacy and confidentiality obligations towards the student
• Navigating the wishes of the student or parent for the counsellor not to disclose or share information

Ownership of Files

• Examining rights to files, including notes, diaries, and communications

Student Capacity to Consent to Disclosure – Mature Minors

• Examining the key elements of informed consent
• How is age considered in assessing consent in different circumstances?
• How does age affect considerations of consent where the student is between 12 and 14?
• What level of information is required to make it “informed” when dealing with mature minors?

Sharing Information Within the School

• Understanding the extent to which you can share information with teachers and school leaders without consent.
• Sharing reports from external experts
• Exploring “work-arounds” you can implement to address the school’s duty of care, but preserve privacy and confidentiality obligations

Sharing Information Outside the School

• Sharing information under applicable legislative sharing provisions
• Sharing information with external experts

Providing Information to Parents/Guardians Without Student Consent

• Exploring circumstances where you would be able to provide information to a parent without student consent

Cecelia Irvine-So, Practice Leader, Moores

2.25      Break

2.40    Student Social Media Update: Navigating Your Risks and Obligations and Understanding the Implications of Social Media Age Limits

Cyberbullying/Online Behaviour

• Exploring the evolving scenarios encountered by schools, including insight from Adolescence
• Outlining current laws applying to Social Media bans, cyberbullying and other online behaviour by students
• Examining what sort of behaviour falls within the legal definitions of bullying or conduct requiring action
• Understanding your obligations in:
  • enforcing the ban, and otherwise preventing harmful social media use;
  • enabling notifications;
  • investigating incidents:
• Clarifying your obligations in responding where:
  • conduct occurs outside school with students from other schools
  • potential criminal conduct arises
• Facilitating cooperation with parents  

Social Media Age Limits

• Examining the new laws regarding age limits on social media use, including examining exceptions
• Exploring the implications of the new laws for schools:
  • what action should you take if you suspect students are using social media in breach of the age limit?
  • do the changes provide further rights or expectations for the school to search student devices or monitor social media use
  • exploring impacts on the duty of care generally
• Updating school polices to deal with the changes in social media laws

Nick Duggal, Partner, Moray & Agnew Lawyers

3.40      Closing Remarks

3.45      Session Close

Session Two – 20 August 2025

12.00    LawSense Welcome

12.05    Opening Remarks

12.10    AI Update: Understanding Evolving AI Use Options for School Counsellors, Ensuring Legal Compliance and Managing Risk

Reviewing AI Applications for Counsellors Including for Efficiency and Usefulness, Security, Privacy, Storage Practices and Use of Data

• Exploring AI applications used in mental health for note taking, risk assessments and reports, meetings and other functions
• Reviewing the current AI applications:
  • how do they operate to provide benefits and efficiencies
  • examining how/where do the applications store and use data, what data protections to they have in place
• Understanding how the applications are evolving and how this could affect school counsellors practice in the short and medium term

Ensuring Legal Compliance in Using AI – Navigating Rights, Obligations and Risks with Different Applications

Privacy, Legal and Compliance Requirements

• Understanding options to use AI for generating notes, treatment plans and reports in mental health practice and how some clinicians are currently using the technology
• Examining current legal and risk issues in using AI:

• • privacy and data use risks
  • accuracy/reliability
  • contractual terms of AI software/service providers
• Understanding the application of existing law and regulation, including:
  • privacy and confidentiality, including privacy reforms
  • surveillance laws, use of recordings
  • contractual requirements in a platform’s terms of service, including examining the terms of
  • understanding The Artificial Intelligence (AI) Ethics Framework and application to practitioners

Reviewing Some Available AI Applications for Compliance and Legal Risk

• Running the privacy and legal compliance “ruler” over some AI applications currently available to counsellors – can you use them in a legally compliant way, what changes or “work-arounds” should you implement or request?

Examining Questions to Check / Ask AI Suppliers and Implementing Effective AI Policies

• Examining key requirements or questions to ask of AI supplier to optimise legal compliance and risk management
• Exploring optimal AI policies for counsellors practice to implement

Leah Mooney, Privacy, Cyber Security and Tech Risk Lead, Willis Tower Watson

1.10      Break

1.25      Dealing with Harmful Sexualised Behaviours Between Students

• Understanding the role of the school counsellor in supporting the alleged survivor and/or alleged perpetrator
• Examining potential risks and conflicts where the school counsellor is involved with both students
• Understanding your duties where agencies will not act, or they close the case and you still consider there are ongoing issues
• Understanding the obligations and options where the alleged victim does not wish the matter to be disclosed, investigated or reported
• Balancing privacy obligations with your duties to other students and parents

Examining When Reporting Obligations to Agencies and Police Are Triggered

• Evaluating when legal obligations to report and notify police are triggered

Dealing with Police

• Police interviewing students or staff:
  • what are a school’s rights and obligations to participate?
  • what are the rights of the alleged student perpetrator and student witnesses the police wish to interview
  • supporting a student or participating in police interviews – key matters to consider
• Examining your rights and obligations in meeting requests for documents or other material from the police
• Providing a witness statement and giving evidence to police – what is your exposure and how should this be managed?

Communicating with the Alleged Perpetrator, Survivor/Victim, Parents

• Understanding how communications between the school and parties can and has been used in evidence
• Communicating in a way that is supportive, but considers the legal position of the parties involved, including the school

Steven Troeth, Partner, Gadens

2.25      Break

2.40      Family Conflict: Navigating Parent Separation, Recent Family Law Changes, Domestic Violence Orders and Subpoenas

Understanding Agreements and Court Orders

• Understanding agreements that can be made between parents and the limits of the obligations they can impose
• Outlining how Family Court Orders can:
  • dictate the obligations of parents, including consequences of non- compliance
  • impact school obligations
• Examining the impacts of recent legislative changes including those regarding:
  • the making and varying of parenting orders and what is considered
  • removal of the presumption of equal shared parental responsibility
  • enforcement of parenting orders
  • introduction of ‘harmful proceedings orders’
  • requirement for Independent Children’s Lawyer (ICL) to meet with a child and give the child an opportunity to express a view
• Understanding and interpreting Family Court Orders and parenting agreements including:
  • Interim Orders
  • Final Orders
  • the difference between Family Court Orders and Parenting Plans
  • orders regarding parental responsibility and living with/spending time with one parent or the other
  • responsibility for day-to-day and longer-term decision regarding the child
  • understanding parent rights and responsibilities where there are no court orders or any written agreement/arrangement
• Learning from examples of different Court Orders and Parenting Plans

Navigating Domestic Violence Orders and Obligations Where You Suspect Domestic Violence / Coercive Control

• Examining common orders made in AVO’s/DVO’s in the context of parent relationship breakdown
• Do they override other orders, such as interim Family Court orders?
• What steps should you take to ensure that the AVO/DVO is current?
• Understanding your obligations where you suspect domestic violence or coercive control
• What evidence do you require before escalating/reporting

Parent Separation – Consent to Counselling and Rights to Information

• Exploring what parent can consent to student counselling where there is family separation
• When do you need consent from both parents?
• Understanding parent rights to information where there are no Court orders:
  • should information provided to one separated parent about counselling be provided to the other? What if the student or other parent objects?

Objecting to Subpoenas/Information Requests

• Examining key considerations in deciding to object to production of subpoenaed documents or information requests
• Dealing with the subpoenaing party lawyers to reduce the scope of documents caught by the subpoena
• Understanding options to legally object to a subpoena, reduce its scope or limit access to documents
• Exploring circumstances where you might object to a subpoena from the Independent Children’s Lawyer
• What should be contained in your communication to the Court regarding your objection?
• Obtaining payment for time spent and photocopying to deal with a subpoena

Rebecca Dahl, Partner, Nicholes Family Law

3.40      Closing Remarks

3.45      Session Close

Presenters / panelists include:

	Dr Gary Banks is a Clinical and Forensic Psychologist, in practice for more than 25 years. In addition to a number of other clinical positions, he has been appointed to the NSW Children’s’ Court Clinic since its inception and as a Family Consultant to the Family Law Court. He has been a provider to the NSW Legal Aid Commission and the NSW Office of the Director of Public Prosecutions for more than 20 years.
	Steven Troeth has extensive experience in the education sector, including acting for independent and Catholic schools. He advises on employment, student and parent issues, including staff and teacher disputes, discrimination, bullying, cyber and social media issues, enterprise agreements and contractual disputes.
	Jason Newman's practice includes the defence of claims in the education sector. He has advised many insurers, schools and teachers on claims and potential claims against them. His clients include Catholic Church Insurances, several major brokers and Lloyds Syndicates.
	Dr Michael Carr-Gregg is one of Australia's highest profile psychologists working in all forms of media. A successful author, speaker, broadcaster and mental health advocate, Michael works in private practice in Melbourne. Michael has a long career in mental health and advocacy with respect to youth including being a founding member of the National Coalition Against Bullying; he was appointed the Queensland Government’s expert on anti-bullying; and headed a NSW Government review in to the non-educational use of smartphones in schools.
	Dr Emma Steer works as the Senior Psychologist at Lauriston Girls’ School and in private practice at Olympic Park Sports Medicine Centre. She has worked with children, adolescents and young people for over seventeen years in clinical and educational settings. Emma also works with athletes and performing artists. Emma is endorsed as both a Clinical and Educational and Developmental Psychologist and a professional psychology supervisor.
	Cecelia Irvine-So is accredited as a specialist in Business Law by the Law Institute of Victoria. Cecelia works for a significant number of independent schools regarding joint ventures, corporate compliance, enrolment terms, and privacy compliance, including the new mandatory data breach reporting regime. Cecelia believes in best achieving change and compliance by drawing on the powerful values of each school.
	Ben Tallboys provides sector-specific, practical legal solutions to schools across Australia. Ben is a passionate and effective advocate for principals dealing with complex matters relating to parents, staff and students, as well as their own employment.
	Beginning her teaching career in government schools in Queensland, Susan Just went on to gain extensive teaching and leadership experience in the independent school sector in Australia; she has been the Principal of three independent girls’ schools in Queensland and Canberra. Degrees Susan holds include a BA (UQ), Dip ED (UQ), M.Ed Admin (UNE) and Advanced Management Course (Harvard).
	Mark Murphy has been an educator in Catholic Schools for over 36 years. The last 25 of which have been spent exclusively in Catholic boys’ educational settings. During this time, he has held positions of leadership in several schools in student wellbeing, Teaching and Learning and faith leadership. Mark was Principal at Marcellin College Bulleen for 11 year and was appointed to the position of Principal at Whitefriars College Donvale in 2020.

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