Date | 18 November 2021 |
Time | 8.45am-12.15pm AEDT |
Venue | Live Online & Recorded - recording available to view until 18 December 2021 |
Pricing | Price: $395 Price is inclusive of gst |
Sector | All Schools |
CPD | Psychologists: 4 hours Also relevant: Provides 4 hours PD addressing 6.2.2 & 7.2.2 of the Standards |
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8.45 Welcome from LawSense
8.50 Remarks from the Chairperson
Justine Tonner-Joyce, Psychologist, Head of Student Psychological Services, Geelong Grammar School
9.00 Understanding, Navigating and Documenting Informed Consent from Students and Parents, Including Where There is Family Separation
- Examining the key elements of informed consent: what level of information is required to make it “informed”?
- 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?
- Understanding when verbal versus written consent is adequate
- When is a “blanket” or generic consent adequate?
- Evaluating oral versus written and ‘implied’ consent
- Addressing challenges with consent:
- what are your obligations to the student where the parent does not consent to counselling, but you believe the student needs it?
- what if the parents’ consent to counselling, but the student does not?
- what are your options where only one parent consents, but the other objects to counselling and the child is under 12?
- can a parent get access to records where a child does not consent?
- independent students – to what extent can you rely on their consent?
- exploring circumstances where it can be claimed consent was obtained because of undue pressure or duress
- obtaining specific consent regarding mental health and other assessments of the student
- Parent separation and consent:
- how is consent affected by family law proceedings?
- do both parents need to consent where the parents are separated?
- understanding how agreements between parents or Court orders affect consent requirements
- Best practice in documenting consent and examples of best practice consent forms
Ben Tallboys, Principal, Russell Kennedy Lawyers; Legal Consultant to Association of Heads of Independent Schools of Australia (AHISA)
10.00 Break
10.10 Students with a Behavioural Disability: Dealing with Difficult Student Behaviours, Working with Parents, Other Families, Advocates and Staff
Understanding the Current Legal Framework
- Exploring how the current legal framework affects approaches to responding to students exhibiting challenging behaviours
- Balancing the rights of all students
- Examining school obligations in assessing and managing staff impacts
Diagnosis, Reports and Non-Cooperative Parents
- Dealing with circumstances where parents will not seek or do not accept a diagnosis
- Dealing with circumstances where parents do not provide follow-up information
- Managing circumstances where medical information from specialists is not shared with schools
Assessing and Managing Reasonable Adjustments
- Understanding when an adjustment is reasonable or unreasonable and how this is determined
- Reviewing and updating required adjustments
- Managing the involvement of external support specialists, including disability advocates
- Dealing with disengaged parents – what is the extent of your obligations?
Exploring Rights and Obligations in Suspending or Expelling Students with a Disability
- Outlining legal rights and obligations in suspending or expelling a student with a disability
- Case studies and grey areas understanding when students with a disability can be suspended or expelled
Steven Troeth, Partner, Gadens
11.10 Break
11.15 Student Self-Harm, Suicide Attempts and Adverse Psychological Events: Understanding the Extent of Your Duties, Including After Return to School
Self-Harm, Suicide Attempts and Other Adverse Psychological Events
- Identifying key steps to discharge legal obligations to students who self-harm or are expressing suicidal ideation
- Understanding and managing the duty of care and other legal duties to other students
- Reviewing options for preventing or dealing with social media impacts after self-harm or suicide attempts
- Understanding and managing information sharing within the school and with outside agencies
- Working with parents and mental health professionals
- Managing circumstances where a student self-harms or makes a suicide attempt after visiting the school counsellor
Legal Obligations on Return to School
- Understanding the extent of your duties in managing students returning after self-harm, a suicide attempt or other adverse event:
- exploring the extent to which you should make adjustments
- understanding the extent of your obligations to monitor the student, including where you learn of concerning out-of-school activities
- balancing your obligations to the student with obligations to other students
- navigating ongoing disclosure of information to staff, students and parents
- Conducting a risk assessment and assessing adjustments. What if there are no plans from the discharging hospital and private practitioner?
- Implementing and monitoring a return to school plan
David Maddocks, Partner, Perry Maddocks, Trollope Lawyers; Former, Neuropsychologist
12.15 Close of Webinar