Presentation College Windsor is a diverse Learning Community, comprising students of different faiths, cultural backgrounds, abilities and talents. We welcome, value and are enriched by this diversity. We are committed to educating our students for six years, and to creating the opportunity for each one to be a successful, engaged and purposeful learner.

The Learning Enhancement Department works closely with the Wellbeing Team, teachers and parents. It is through our combined care, skill and commitment, that we strive to make learning meaningful and purposeful for all.

Dedicated staff members in the Learning Enhancement Department recognise that all young people face challenges. However, they recognise, too, that there are students whose learning profiles, intellectual, physical and/or socio/emotional circumstances mean that adjustments may need to be made to enable them to reach their potential.

Our highly skilled teachers are committed to enhancing the learning of such students. This is done through the provision of one-on-one and small-group learning, Personalised Learning Plans, Learning Profiles, consultation with teachers and Differentiated Learning Programs.

           

Asthma Policy

February 2014

Asthma Management Plan

It is the intention of PCW Melbourne to provide, as far as practicable, a safe and supportive environment in which students at risk of asthma can participate equally in all aspects of School life.

It is the intention of the School to raise awareness about asthma and this policy in the School community.

The School will engage with parents/carers of students at risk of asthma, developing risk minimisation strate-gies and management strategies for the students. The School will also take reasonable steps to ensure each staff member has adequate knowledge about asthma and the school’s expectations in responding to an asth-ma attack.

The School considers that management of students at risk of asthma is a shared responsibility of parents/guardians and the School to take all reasonable steps to:

(a) Share information regarding the student’s medical condition

(b) If such an incident occurs, to respond in a timely, informed and appropriate manner.

Introduction

Students with asthma have sensitive airways in their lungs. When exposed to certain triggers their airways narrow, making it hard for them to breathe.

Symptoms of asthma commonly include:

• Cough

• Tightness in the chest

• Shortness of breath/rapid breathing

• Wheeze (a whistling noise from the chest)

Many children and adolescents have mild asthma with very minor problems and rarely need medication. However, some students will need medication on a daily basis and frequently require additional medication at school (particularly before or after vigorous exercise – exercise induced asthma). Most students with asth-ma can control their asthma by taking regular medication

Typical Asthma Medications

There are three main groups of asthma medication

• Relievers

• Preventers

• Symptom Controllers

Relievers

Reliever medication provides relief from asthma symptoms within minutes. The medication relaxes the mus-cles around the airways for up to four hours, allowing air to move more easily through the airways.

Reliever medications are usually blue in colour; common brand names include Airomir, Asmol, Bricanyl,

Epaq and Ventolin.

 

Reliever medications should be easily accessible to students at all times, preferably carried by the student. All students with asthma should be encouraged to recognise their own asthma symptoms and take their blue reliever medication as soon as they develop symptoms at school.

Preventers

Preventer medications are used on a regular basis to prevent asthma symptoms. They come in autumn colours (brown, yel-low and orange). Preventer medications are usually taken twice a day at home and will generally not be seen in the School environment. Although Preventer medications will not be seen on a daily basis at School, they may be used on camp and overnight excursions. Staff may need to assist or remind a student to take them under advice from the student / carer.

Symptom Controllers

Symptom Controllers are often referred to as long acting relievers and are used in conjunction with preventer medication and are taken at home once or twice a day. Although Symptom Controller medications will not be seen on a daily basis at School, they may be used on camp and overnight excursions. Staff may need to assist or remind a student to take them un-der advice from the student /

carer.

Combination Medication

Symptom Controllers and Preventer medications are often combined in one device. These are referred to as combination medications and will generally not be seen at School. Although Combination medications will not be seen on a daily basis at School, they may be used on camp and overnight excursions. Staff may need to assist or remind a student to take them un-der advice from parents / carers.

School Asthma Action Plan

Every student with asthma attending PCW Melbourne should have a written Asthma Action

Plan ideally completed by their treating doctor or paediatrician, in consultation with the student’s Parent/

Carer. This Action Plan should be attached to the student’s records and updated annually or more

frequently, if the student’s asthma changes significantly.

The Action Plan should be easily assessable to staff, and staff should identify high-risk asthma students. If a student is obvi-ously and repeatedly experiencing asthma symptoms and/or using an excessive amount of Reliever medication, the par-ents/carers should be notified so that appropriate medical consultation can be arranged.

The Asthma Action Plan will include:

? Triggers in order to employ efficient risk management (ie. Dust allergy, hot winds etc.)

? Usual medical treatment (medication taken on a regular basis when the student is ‘well’ or as premedication prior to exercise – (Exercise Induced Asthma);

? Details on what to do and details of medications to be used in cases of deteriorating asthma. This should include how to recognise worsening symptoms and what to do during an acute asthma attack. The Asthma First Aid section of the Asthma Action Plan must recommend no less than 4 separate puffs of blue reliever medication every 4 minutes. If the Asthma Action Plan is returned with less than the required number of puffs per minute the Plan must be sent back to the parent/carer and treating Doctor for review;

? Name, address and telephone number of an emergency contact;

? Name, address and telephone number (including an after-hours number) of the student’s doctor;

? A request for an updated School Asthma Action Plan should be offered annually to parents/carers whose children have asthma. It is the parent/carer’s responsibility to convey clear instructions from the doctor to the School about the student’s asthma medication requirements.

 

 

Asthma at Camps and Overnight Excursions.

It is necessary that Staff associated with the organisation of camps and overnight excursions, as part of their duty of care, assist students with asthma, where appropriate, to take their own medication.

If the group will be away overnight the accompanying Staff should:

• Take the appropriate number of asthma emergency kits;

• Take extra information about the student’s asthma (e.g. Camp Asthma Action Plan);

• Check the parent/carer has given their child enough medication for the period, including preventer medication if required.

Parents/carers are responsible for ensuring that their children have an adequate supply of the appropriate medi-cation at School and that it is labelled with the name of the student and parent/carer contact details if appropri-ate.

It is also recommended that parents/carers provide a ‘spacer’ at School for their child’s individual use where ap-propriate.

Assessment and First Aid Treatment of an Asthma Attack

If a student develops signs of what appears to be an asthma attack, appropriate care must be given immediately. The Asthma First Aid procedure should be clearly displayed in staff rooms to allow staff to familiarize themselves with the information it contains. Asthma First Aid posters should also be displayed in the sick bay or wherever asthma attacks are treated. Asthma First Aid instructions should also be written on a card in the asthma emer-gency kit.

Assessing the Severity of an Asthma Attack

Asthma attacks can be:

Mild - this may involve coughing, a soft wheeze, minor difficulty in breathing and no difficulty speaking in sen-tences;

Moderate - this may involve a persistent cough, loud wheeze, obvious difficulty in breathing and ability to speak only in short sentences.

Severe - the student is often very distressed and anxious, gasping for breath, unable to speak more than a few words, pale and sweaty and may have blue lips. All students judged to be having a severe asthma attack require emergency medical assistance.

An ambulance should be called (dial 000) in cases where a student’s asthma attack appears severe or does not improve and is concerning.

The staff member is expected to notify the student’s emergency contact and follow the 4 Step

Asthma First Aid Plan while waiting for the ambulance to arrive.

When calling the ambulance, the staff member should state clearly that a student is having ‘breathing difficul-ties.’ The ambulance service will give priority to a person suffering extreme shortness of breath. Regardless of whether an attack of asthma has been assessed as mild, moderate or severe, Asthma First Aid (as detailed below) must commence immediately. The danger in any asthma situation is delay. Delay may increase the severity of the attack and ultimately risk the student’s life.

 

The 4 Step Asthma First Aid Plan

If a student’s Asthma Action Plan is unavailable, the staff member should adopt the principles of the 4

Step Asthma First Aid Plan as detailed below.

Step 1 Sit the student upright and give reassurance. Do not leave the student alone.

Step 2 Without delay, administer 4 separate puffs of a blue reliever medication (Airomir, Asmol, Epaq,

Bricanyl or Ventolin). The medication is best given one puff at a time via a spacer device. If a spacer device is not available, the puffer should be used on its own. Ask the patient to take 4 breaths from the spacer after each puff of medication.

Step 3 Wait 4 minutes. If there is little or no improvement repeat steps 2 and 3.

Step 4 If there is still little or no improvement; call an ambulance immediately (dial 000). State clearly that a stu-dent is having ‘breathing difficulties.’ Continuously repeat steps 2 and 3 while waiting for the ambulance.

If at any time the student’s condition suddenly worsens, or if the staff member becomes concerned, an ambu-lance should be called immediately. Even if the student seems to have had a complete recovery from the asthma attack, it is expected that staff will not leave the student alone.

After calling an ambulance, the staff member should contact the principal or his/her delegate as soon as possible to advise him/her of the situation and seek instructions.

Note:

Blue reliever puffers are safe. If the student’s own blue reliever puffer is not readily available, one should be ob-tained from the asthma emergency kit or borrowed from another student or staff member and given without delay. It does not matter if a different brand of reliever medication is used.

An overdose cannot be given by following the instructions outlined. However, it is important to note that the stu-dent may experience harmless side effects such as shakiness, tremor or a ‘racing’ heart.

First Attack of Asthma

If a student appears to be having difficulty breathing at School and is not known to have pre-existing asthma, it is expected that staff will follow the steps outlined below:

• administer 4 separate puffs of a blue reliever puffer via a spacer;

• call an ambulance immediately;

• repeat (4 puffs) doses from the blue reliever puffer via a spacer every 4 minutes until the ambulance arrives.

This treatment could be life saving for a student whose asthma has not been previously recognised and it will not be harmful if the breathing difficulty was not due to asthma. Blue reliever puffers are extremely safe even if the student does not have asthma.

Exercise Induced Asthma (EIA)

If students develop EIA, they should immediately cease exercise, rest and take reliever medication. If all symp-toms disappear they may be able to resume their exercise program. However, if symptoms persist, worsen or reappear, the asthma attack needs to be managed as outlined in ‘Asthma First Aid’ and the

 

student must not return to exercise. Even if the student responds the second time to the reliever medication, he should not resume exercise that day.

EIA can often be prevented by a simple warm-up period and pre-medicating with a blue re-liever puffer and/or other medication as recommended by the treating doctor, at least 5-10 minutes before exercise. A simple cool down period is recommended after exercise.

Obtaining better overall control of the student’s asthma with long-term preventative treatment also reduces the likelihood of EIA. If the student’s asthma has been unstable or they have been unwell it is recommended that they avoid exercise until their asthma stabilises.

Supplementary First Aid Supplies

As well as ready access to the details of each student’s Asthma Action Plan (usual treatment and first aid), it is essential to have equipment for managing an asthma emergency available in all First Aid Kits.

Mobile asthma emergency kits can be useful for yard duty, excursions and camps.

The asthma emergency kit must include:

? A blue reliever puffer (for example Airomir, Asmol, Epaq, Bricanyl or Ventolin). Blue reliever puffers in the asthma emer-gency kit are for First Aid use only. Students should provide their own medication for their usual asthma management although the spacer device from the asthma emergency kit can be used with the student’s own medication;

? A spacer device to assist with effective inhalation of the blue reliever medication, for example a

? Volumatic, Able Spacer or Breatha-Tech. The First Aid Officer will consult a pharmacist about matching the spacer with the reliever puffer and ensure that appropriate spacer’s are available where practical;

? Clear, written instructions on how to use these medications and devices, plus the steps to be taken in treating an acute asthma attack as described Asthma First Aid;

? Sterile swabs e.g. AeroWipe™ to clean devices after use (see Cleaning of Delivery Devices). Schools can legally pur-chase a blue reliever puffer for First Aid purposes from a pharmacist on written authority of the principal;

? The puffers should be regularly checked for their expiry date on the canister of the reliever puffer and the amount of medication left in the puffer.

 

Cleaning of Delivery Devices

Devices (for example, puffers and spacers) that are used by more than one person must be cleaned thoroughly after each use to prevent cross-infection. Devices can be easily cleaned by following these steps (Infection Control Guidelines for the Preven-tion of Transmission of Infectious Diseases in the

Health Care Setting, Department of Health & Ageing, Canberra, 2004):

? Ensure the canister is removed from the puffer container (the canister must not be submerged) and the spacer is sepa-rated into two parts;

? Wash devices in hot water and kitchen detergent;

? Do not rinse;

? Allow devices to ‘air dry’. Do not wipe dry;

? When dry, wipe the mouthpiece thoroughly with a sterile swab e.g. AeroWipe™;

? When completely dry, ensure the canister is replaced into the puffer container and check the device is working correctly by firing one or two ‘puffs’ into the air. A mist should be visible upon firing;

? If any device is contaminated by blood, throw it away and replace the device;

? Ensure the devices are stored in a dustproof container, as hygienically as possible.

 

References

? Victorian Government Schools Reference Guide

? The Victorian Schools Asthma Policy

? REVISED 2006

? AISV

? Asthma Foundation

At Presentation College Windsor, all policies are grounded in the philosophy of Student Wellbeing and the College Mission, whereby there is an unequivocal commitment to fostering the dignity, self-esteem and integrity of children and young people and providing them with a safe, supportive and enriching environment to develop spiritually, physically, intellectually, emotionally and socially.

Other Guidelines available on this page are produced externally to Presentation College Windsor. They are supplied to provide information on procedures around various issues, as well as support to our Parent Community.

 

Child Protection Policies

PCW Child Safety Policy

Child Protection Policy

Child Protection Reporting Obligations Policy 2.19

Child Safety Commitment Statement

Code of Conduct

General Policies

Anaphylaxis Policy

Anti-Bullying Policy

Asthma Policy

Dealing with Family Law Issues

Discipline Policy

Mandatory Reporting Policy

Parents’ Guide to Internet Safety

Pastoral Care Policy

Sun Safety Policy

 Anaphylaxis Management Policy

February 2014

This policy applies when a student diagnosed as being at risk of anaphylaxis by a qualified medical prac-titioner is enrolled at PCW Melbourne.

ANAPHYLAXIS

Anaphylaxis is a severe, rapidly progressive allergic reaction that is potentially life threatening. The most common allergens in school aged children are peanuts, eggs, tree nuts (eg cashews, almonds, walnuts, pista-chios and pine nuts), cow’s milk, fish and shellfish, wheat, soy, sesame seeds, latex, certain insect stings, par-ticularly bee stings, and some medications.

Signs and Symptoms:

* Swelling of the lips, face and eyes

* Hives or welts

* Tingling mouth

* Abdominal pain and/or vomiting (these are signs of a severe allergic reaction to insects)

* Difficult/noisy breathing

* Swelling of the tongue

* Swelling/tightness in throat

* Difficulty talking and/or hoarse voice

* Wheeze or persistent cough

* Persistent dizziness or collapse

* Pale and floppy (younger children)

 

Adrenaline given through an Epi-Pen autoinjector to the muscle of the outer mid thigh is the most effective first aid treatment for anaphylaxis.

PURPOSE OF POLICY

* To provide, as far as practicable, a safe and supportive environment in which students at risk of anaphy-laxis can participate equally in all aspects of the student’s schooling.

* To raise awareness about anaphylaxis and the school’s anaphylaxis management policy in the school community.

* To engage with parents/carers of students at risk of anaphylaxis in assessing risks, developing risk mini-misation strategies and management strategies for the student.

* To ensure that each staff member has adequate knowledge and training pertaining to allergies, ana-phylaxis and the school’s policy and procedures in responding to an anaphylactic reaction.

 

 

INDIVIDUAL ANAPHYLAXIS MANAGEMENT PLANS

A partnership will be established between PCW Melbourne and the parents/carers of students diagnosed by a qualified medical practitioner as being at risk of anaphylaxis. The College will ensure that, in consultation with parents/carers, an individual management plan is developed for these students. The individual anaphylaxis man-agement plan will be in place as soon as practicable after the student enrols, and where possible before their first day of school.

The individual anaphylaxis management plan will set out the following:

* Information about the diagnosis, including the type of allergy or allergies the student has (based on a diag-nosis from a medical practitioner).

* Strategies to minimise the risk of exposure to allergens while the student is under the care or supervision of school staff, for in-school and out of school settings, including camps and excursions.

* The name of the person/s responsible for implementing the strategies.

* Information on where the student’s medication will be stored.

* The student’s emergency contact details.

* An emergency procedures plan (ASCIA Action Plan), provided by the parent, that:

 

sets out the emergency procedures to be taken in the event of an allergic reaction;

is signed by a medical practitioner who was treating the child on the date the practitioner signs the emer-gency procedures plan; and

includes an up to date photograph of the student.

 

The student’s individual management plan will be reviewed, in consultation with the student’s parents/carers:

* annually, and as applicable,

* if the student’s condition changes, or

* immediately after a student has an anaphylactic reaction at school.

 

It is the responsibility of the parent to:

* provide the emergency procedures plan (ASCIA Action Plan).

* inform the college if their child’s medical condition changes, and if relevant, provide an updated emergency procedures plan (ASCIA Action Plan).

* Provide an epi-pen and replace when the use-by date has expired.

 

 

COMMUNICATION PLAN

The College will be responsible for ensuring that a communication plan is developed to provide information to all staff, students and parents about anaphylaxis and the school’s anaphylaxis management policy.

The communication plan will include information about what steps will be taken to respond to an anaphylactic reaction by a student in a classroom, in the school yard, on school excursions, on school camps and special event days

Volunteers and casual relief staff will be informed of students at risk of anaphylaxis and their role in responding to an anaphylactic reaction by a student in their care by the deputy principal.

All staff will be briefed once each semester by a staff member who has up to date anaphylaxis management training on:

* PCW Melbourne’s anaphylaxis management policy

* The causes, symptoms and treatment of anaphylaxis

* The identities of students diagnosed at risk of anaphylaxis and where their medication is located

* How to use an epi-pen

 

The School’s first aid and emergency response procedures.

STAFF TRAINING AND EMERGENCY RESPONSE

Teachers and other school staff who conduct classes in which students at risk of anaphylaxis attend or come un-der supervision of, must have up to date training in an anaphylaxis management training course.

At other times while the student is under the care or supervision of the School, including excursions, yard duty, camps and special event days, the principal must ensure that there is a sufficient number of staff present who have up to date training in an anaphylaxis management training course.

The principal will identify the school staff to be trained based on a risk assessment.

Training will be provided to these staff as soon as practicable after the student enrols.

Wherever possible, training will take place before the student’s first day at school. Where this is not possible, an interim plan will be developed in consultation with the parents.

The school’s first aid procedures and the student’s emergency procedures plan (ASCIA Action Plan) will be fol-lowed in responding to an anaphylactic reaction.

 

RESPONSE TO EMERGENCY AND COMMUNICATION PLAN

FOR FIRST TIME REACTIONS – CALL 000.

If a student has a severe allergic reaction, but has not been previously diagnosed with an allergy or as being at risk of anaphylaxis, an ambulance should be called immediately. Follow any instructions given by emergency ser-vices (which may include administering the epi-pen marked for general use), as well as the school’s normal first aid emergency procedures.

FOR STUDENTS WHO HAVE BEEN MEDICALLY DIAGNOSED AS BEING AT RISK OF ANAPHYLAXIS

If a student is experiencing an anaphylactic reaction in class or the school yard:

Where the student has her epi-pen with her:

* The teacher (or teacher on supervision duty) is expected to administer the epi-pen that the student has with her.

* The teacher remains with the student at all times and endeavours to keep her as calm as possible and reas-sure her that assistance is coming. Once a student has received the adrenaline, it is important that they remain lying down with feet elevated where possible. Student must not be made to stand or walk.

* The teacher on supervision duty sends for assistance from First Aid Officer via another student. The First Aid Officer will immediately call Reception Staff and ask them to call an ambulance, stating that the student is having an anaphylactic reaction. The First Aid Officer will then immediately proceed to the classroom or schoolyard where the student is located to assist in reassurance.

* Reception staff will arrange for students to wait at front entrance and guide ambulance officers to location of the patient.

 

Parents are called and advised of the situation.

Where the student does not have her epi-pen with her:

* The teacher (or teacher on supervision duty) sends for the First Aid Officer, via another student, stating that the student’s epi-pen is required. The teacher stays with the patient at all times and endeavours to keep her as calm as possible and reassure her that assistance is coming.

* The First Aid Officer immediately proceeds to where the student is located and administers the epi-pen. Once a student has received the adrenaline, it is important that they remain lying down with feet elevated where possible. Student must not be made to stand or walk.

* The teacher calls Reception Staff and asks them to call an ambulance, stating that the student is having an anaphylactic reaction.

* Reception staff will arrange for students to wait at front entrance and guide ambulance officers to location of the patient.

* Parents are called and advised of the situation.

* If parents have not arrived by the time the ambulance needs to depart, the First Aid Officer or other staff member will accompany the student to the hospital.

 

 

If a student is experiencing an anaphylactic reaction outside school campus, on excursions or school camps:

* The epi-pen is taken personally by the classroom teacher to the activity. A mobile telephone must be taken to any off school campus activities.

* In the event of an anaphylactic episode during the activity, the epi-pen should be administered to the student by a teacher from PCW Melbourne.

* The teacher will contact the ambulance service.

* When ambulance has arrived PCW Melbourne front office is contacted.

* Front Office staff will inform Principal (or delegate) of the situation.

 

Parents are contacted and advised of the situation.

 

APPENDIX – ROLES AND RESPONSIBILITIES

Role and responsibilities of all school staff

School staff have a duty to take reasonable steps to protect a student under their care from

risks of injury that are reasonably foreseeable. This includes administrators, canteen staff,

casual relief staff, specialist staff and volunteers. Staff are required to

do the following:

 

1. Know and understand the School Anaphylaxis Management Policy.

2. Know the identity of students who are at risk of anaphylaxis.

3. Understand the causes, symptoms, and treatment of anaphylaxis.

4. Obtain regular training in how to recognise and respond to an anaphylactic reaction, including administer-ing an adrenaline autoinjector (epi-pen).

5. Keep a copy of each student’s ASCIA Action Plan for Anaphylaxis, or know where to find one quickly, and follow it in the event of an allergic reaction.

6. Know the School’s first aid emergency procedures and their role in relation to responding to an anaphylac-tic reaction.

7. Know where students’ epi-pens are kept. (Remember that the epi-pen is designed so that anyone can ad-minister it in an emergency.)

8. Know and follow the prevention and risk minimisation strategies in the student’s

Anaphylaxis Management Plan.

9. Plan ahead for special class activities (e.g. cooking, art and science classes), or special occasions (e.g. excur-sions, incursions, sport days, camp, cultural days, fetes and parties). Work with parents/carers to provide ap-propriate food for their child if the food the school/class is providing may present a risk for him or her.

10. Avoid the use of food treats in class or as rewards, as these may contain hidden

allergens.

11. Be aware of the possibility of hidden allergens in foods and of traces of allergens when using items such as egg or milk cartons in art or cooking classes.

12. Be aware of the risk of cross-contamination when preparing, handling and displaying food.

13. Make sure that tables and surfaces are wiped down regularly and that students wash their hands after handling food.

14. Raise student awareness about severe allergies and the importance of their role in fostering a school envi-ronment that is safe and supportive for their peers.

 

Role and responsibilities of First Aid Officer

The First Aid Officer should take a lead role in supporting principals and

teachers to implement prevention and management strategies for the school.

This officer is required to do the following.

 

1. Work with principal to develop, implement and review the School’s Anaphylaxis

Management Policy and every student’s Anaphylaxis Management Plan.

2. Obtain regular training in how to recognise and respond to an anaphylactic reaction, including administering an epi-pen.

3. Provide or arrange regular training to other staff members to recognise and respond to anaphylactic reactions.

4. Keep an up-to-date register of students at risk of anaphylaxis.

5. Regularly review the individual Anaphylaxis Management Plans to:

• Ensure that students’ emergency contact details are up-to-date

• Ensure that the device-specific Action Plan for Anaphylaxis matches the supplied

autoinjector

• check that the epi-pen is not out-of-date, such as at the beginning or

end of each term. For those students with an epi-pen, check the adrenaline is not

cloudy through the epi-pen window

• inform parents/carers in writing a month prior to the expiry date if the

epi-pen needs to be replaced. Ensure that epi-pens are

stored correctly (at room temperature and away from light) in an unlocked, easily

accessible place, and that this storage area is appropriately labelled.

6. Work with staff to conduct regular risk prevention, minimisation, assessment and

management strategies.

7. Work with staff to develop strategies to raise school staff, student and community

awareness about severe allergies.

8. Provide or arrange post-incident support (e.g. counselling) to students and staff, if appropriate.

 

Role and responsibilities of parents/carers of a student at risk of anaphylaxis

 

1. Inform the school, either at enrolment or diagnosis, of the student’s allergies, and whether the student has been diagnosed as being at risk of anaphylaxis.

2. Obtain an ASCIA Action Plan for Anaphylaxis from the student’s medical practitioner that details their condition and any medications to be administered,and provide this to the school.

3. Meet/Discuss with the school to develop the student’s Anaphylaxis Management Plan.

4. Provide the adrenaline autoinjector and any other medications to the school.

5. Replace the adrenaline autoinjector and any other medication before their expiry date.

6. Assist school staff in planning and preparation for the student prior to school camps, field trips, incur-sions, excursions or special events (e.g. class parties, cultural days, fetes or sport days). Supply alternative food options for the student when needed.

7. Inform staff of any changes to the student’s emergency contact details.

8. Participate in reviews of the student’s Anaphylaxis Management Plan:

9. when there is a change to the student’s condition

10. immediately after the student has an anaphylactic reaction at school

11. at its annual review.

Dr Julie King. College Psychologist
Dr Julie King is a clinical psychologist whose Doctorate examined the experience of intellectual giftedness in young people: “The experience of intellectual giftedness as asynchrony”. Julie has spent the last 5 years working in secondary schools and co-ordinating well-being teams. Prior to that she worked for Division of General Practice under the Better Outcomes in Mental Health Care Initiative initiating and developing a voluntary treatment protocol for GPs involving youth and antidepressants. Julie is intensively trained in Dialectical Behaviour Therapy (DBT) for Borderline Personality Disorder and is extensively trained in working with self-harming and suicidal behaviours in adolescents.

Julie is an experienced public speaker who has delivered training to mental health practitioners nationwide. Her training workshops have been on ‘dialectical behaviour therapy for borderline personality disorder’ – skills training, individual psychotherapy, and advanced – ‘introduction to cognitive behavioural therapy’ and ‘general counselling skills’. Julie has also presented papers at National Conferences including her study “The frequency and impact of client suicide on Australian clinical psychologists” at the 9th annual national conference of Suicide Prevention Australia in Sydney in 2002.

Julie works full-time at PCW Melbourne to support students, staff and families. Her passion is developing resiliency in young people. Available to all students, Julie provides educational assessments, general counselling, and focussed psychological intervention. Julie offers groups to improve the social skills, feelings of connectedness and assertiveness of our students. Julie gives workshops to whole year levels on study skills, healthy relationships, managing emotions, tolerating distress, being effective in life and more. Julie also provides on-going professional development to staff on issues related to maintaining the well-being of the school community.