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It can be common to feel worried and anxious, particularly during times of uncertainty or transition. However, it’s important to know you’re not alone. You can always ask for help if you need it.

Department of Education

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Ormeau Woods State High School has subscribed to

ParentTV so all our families have access to this digital

treasure trove of informed advice. It is easy, and it’s

optimised for mobile devices. We hope you enjoy it!

Sign up for free using our school code here:  https://www.parenttv.com/membership

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Parent TV Sign Up Postcard for Ormeau Woods State High School

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Education Queensland Helpful Online Learning Tips For Parents

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Watch: How to give your child what they need during COVID-19

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How to Give Your Child What They Need During Covid-19

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eMHPrac | Digital Mental Health | Building Practitioner Awareness

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eMHPrac offers a range of online and face-to-face training opportunities, including webinars, conference workshops and presentations. We encourage you to explore our resources library and check in regularly for new materials.

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Watch: Moving from Coronavirus Anxiety to Effective Action

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Moving from Coronavirus Anxiety to Effective Action

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OWSHS Planner - Linking Wellbeing with Life

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OWSHS Planner - Linking Wellbeing with Life

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Your OWSHS Planner is your link to Wellbeing supported by the Health Hub.

As we transition to online learning, start each learning day referring to your planner:
- Set your daily learning goals.  You will find a guide on setting SMART goals on Page 128
- Complete your Gratitude Journal to prepare your mind for your learning day and remember to refer to it at the end of the day
- Maintain healthy routines by using your planner to write in your daily learning routine

For more information on how to use your planner as your link to wellbeing please contact the Health Hub.

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Ormeau Woods State High School History, Name and Logo

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Ormeau Woods State High School History, Name and Logo

# data[].attributes.body
https://ormeauwoodsshs.eq.edu.au/our-school/history

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You have been sitting on the cushion for what seems like an eternity, though a glance at your clock assures you that it has only been 23 minutes. Your legs are going to sleep in the cross-legged position and your back - free from supports as you were instructed to have it be - is starting to ache in the unaccustomed upright posture.

A fly has been buzzing around, alternately interesting and irritating you, and you wonder why you never noticed how much traffic goes by your street outside. You must have eaten something that you are allergic to at breakfast, because your guts are steadily expanding to their fully bloated state, making you feel like you swallowed a beach ball. You notice the usual stiffness in your neck and upper spine (the pain from which motivated you to take up this unusual practice of doing nothing), and you have the most intense desire to scratch an itch in the middle of your back. All of this is in addition to your humdinger of a toothache.

Welcome to the world of mindfulness, you grimly tell yourself, where every pain, irritation, and sensation, from barely there to unbearable, is brought to your earnest attention. Then you realise: oh, that's a thought. I'm not supposed to get carried away with thoughts. Back to noticing the itch, the toothache, the fly...

And yet, amidst the flux of sound, pain, and thought intrusion, you are also immersed in a novel experience: the curiously comforting sensation of stillness. It's an odd, expanding peacefulness. Could this be what all those Eastern religious dudes are rabbiting on about?

Although only recently embraced by Western psychology, mindfulness practices and techniques have been part of many Eastern philosophies, such as Buddhism, Taoism, Tai Chi, Hinduism, and most martial arts, for thousands of years. The various definitions of it revolve around bringing non-judgmental consciousness to the present experience, so it can be considered the art of conscious living. Mindfulness is said to be:

1. "Bringing one's complete attention to the present experience on a moment-to-moment basis" (Marlatt & Kristeller, 1999, p 68).

2. "Paying attention in a particular way; on purpose, in the present moment, and nonjudgmentally" (Kabat-Zinn, 1994, p4).

3. "Consciously bringing awareness to your here-and-now experience, with openness, interest, and receptiveness" (Harris, 2007).

Let's note some of the important elements of these definitions. First, we can observe that mindfulness is a process of awareness, not thinking. Awareness involves noticing experience, as opposed to getting caught up in thoughts. Second, the three definitions above hint at a corollary aspect: the attitude that goes with being mindfully aware. It is not one of closed-minded pre-judging. Instead the stance is one of openness and curiosity, which induce acceptance rather than conflict or avoidance of whatever is happening. Thus, a person can be having the unpleasant experience of intense pain and yet - through mindfulness - regard that pain with curiosity and openness, as merely a sensation to be explored, rather than something to fight with or escape, say through drugs.

Third, paying attention in a particular way - "on purpose" - suggests that we are able to choose what we pay attention to. When we can direct our awareness, focusing on different aspects of our experience, we are free to deeply connect with ourselves, appreciating the fullness of each moment of life. We can use the awareness to enhance our self-knowledge, and to connect more deeply with those we care about. We can use mindfulness to expand our repertory of responses to our world, thus greatly increasing our psychological resilience and life satisfaction. Dr Harris, a strong advocate of Acceptance and Commitment Therapy (which uses mindfulness-based techniques), suggests that this may be why ACT has been shown to increase therapist effectiveness and reduce therapist burnout (Harris, 2009).

Mindfulness can be contrasted with several other philosophies or practices. CBT (Cognitive Behaviour Therapy) also involves becoming aware of one's thoughts, but those practicing CBT are encouraged to evaluate and then dispute unhelpful thoughts, changing them to something kinder and more accurate. In mindfulness, practitioners are not generally interested in whether thoughts are true or false, but in whether it is helpful in the moment to hang on to or get caught up with them.

If the practitioner observes that a thought is likely to put his/her life into the "stuck and struggling" zone rather than making it fuller, richer, and more meaningful, then the practitioner agrees to let the thought come and go rather than engage with it, but there is no attempt to fight it (Harris, 2009). In recent years, mindfulness advocates have merged mindfulness with cognitive therapies, adapting Mindfulness-Based Stress Reduction (MBSR) techniques to Cognitive Therapy for purposes of relapse prevention in addiction cases.

While mindfulness practices require a certain degree of calm and equanimity and although they tend to engender greater relaxation, they should not be confused with relaxation practices in some other schools of thought, which differ significantly. Mindfulness is a form of mental training intended to enhance awareness and the ability to disengage from maladaptive patterns of mind that make one vulnerable to stress responses and psychopathology. Training in mindfulness attempts to increase awareness of thoughts, emotions, and maladaptive ways of responding to stress, thereby helping practitioners learn to cope with stress in healthier, more effective ways (Bishop et al, 2004, in Shapiro et al, 2005).

Let's review what some of the main clinical applications of mindfulness are.

Mindfulness-Based Stress Reduction (MBSR)

Probably the most commonly-cited method of mindfulness training in the literature is MBSR. Developed in a behavioural setting for populations with chronic pain and stress-related disorders, it has typically been conducted as an 8 to 10 week course for groups of up to 30 participants who meet weekly for two to two-and-a-half hours for instruction and practice in mindfulness meditation skills, along with discussion of stress, coping, and homework assignments.

Instructed to practice the skills outside group meetings for at least 45 minutes per day, participants become skilled in focusing the attention on the target of observation (e.g., the breath), and through this they improve on their ability to be aware of it in each moment. When emotions, sensations, or thoughts arise, participants are instructed to observe them non-judgmentally, not becoming absorbed in their contents, returning their attention to the present moment, to the object of observation (Baer, 2003).

Mindfulness-Based Cognitive Therapy (MBCT)

Teasdale, Segal, and Williams (1995) saw that the skills of attentional control taught in mindfulness meditation could be helpful in preventing relapse of major depressive episodes. Their theories of depressive relapse suggest that many individuals who have formerly had major depressive episodes become vulnerable to recurrences upon experiencing mild dysphoric states because these states reactivate the depressive thinking patterns present during previous episodes, thus triggering a new episode.

MBCT is an eight-week program based on MBSR which incorporates elements of cognitive therapy that facilitate a de-centred (defused or disidentified) view of one's thoughts, emotions, and bodily sensations. MBCT prevents depressive relapse by showing formerly depressed individuals how to observe their thoughts and feelings non-judgmentally, viewing them simply as mental events that come and go. Thus, such clients do not escalate negative thoughts into ruminative patterns.

Dialectical Behaviour Therapy (DBT)

DBT is a multi-faceted approach to treating Borderline Personality Disorder which is based on a dialectical worldview. This proposes that reality consists of opposing forces, the synthesis of which leads to a new reality, which in turn consists of opposing forces, in a continual process of change. Participants in such therapy are mostly concerned with the dialectic between acceptance and change. Clients are encouraged to accept themselves, their histories, and their situations as they are, while working to change their behaviours and environments to create a better life.

Synthesising this apparent contradiction is a central goal of DBT, and mindfulness skills are taught within this context. While the concepts taught (e.g., nonjudgmental observation of thoughts, emotions, and sensations) are similar to MBSR, they are organised differently. The course is a year-long weekly skills group. Some highly impaired participants are unable to meditate as extensively as the MBSR courses require, so the DBT version does not prescribe a specific amount of time to be set aside for the practice, leaving this to be determined by participants' individual therapists (Baer, 2003).

Acceptance and Commitment Therapy (ACT)

Theoretically based in contemporary behaviour analysis, ACT does not describe its treatment methods in terms of mindfulness or meditation, but is included here because its strategies are consistent with the mindfulness approaches described. Participants in ACT are taught to develop an Observing Self capable of watching their bodily sensations, emotions, and thoughts.

They are encouraged to see these as separate from themselves, the person experiencing them. Thus the thought "I'm greedy" would be transformed into "I'm having the thought that I'm greedy". ACT students are explicitly taught to abandon any attempts to control thoughts and feelings, instead merely observing them non-judgmentally, accepting them as they are, while changing their behaviour in constructive ways to improve their lives (Hayes, 1994).

Relapse prevention

This is a cognitive-behavioural treatment package designed to forestall relapses in individuals treated for substance abuse. Mindfulness skills are taught as part of it to help participants cope with urges to use. Mindfulness involves acceptance of the constantly changing experiences of the present moment, whereas addiction is an inability to accept the present moment as the next "high" associated with the addiction is sought.

Participants are taught to "urge surf": that is, to "ride" the urge to use like a wave, knowing that the wave will build, crest, and subside. The client knows that he or she is not "home free" when that happens, as there will always be more waves; the urges cannot be eliminated. Thus they must be accepted as normal responses to appetitive cues. Mindfulness skills enable such clients to observe the urges as they appear, accept them non-judgmentally, and cope with them in adaptive ways (Baer, 2003).

This article was adapted from the upcoming Mental Health Academy CPD course "Mindfulness in Therapeutic Practice". For more information, visit www.mentalhealthacademy.com.au.

References

Baer, R. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. American Psychological Association: 10(2), 125-143.

Harris, R. (2007).The happiness trap: stop struggling, start living. Wollombi, NSW, Australia: Exisle Publishing, Ltd.

Harris, R. (2009). Mindfulness without meditation. In HCPJ (Healthcare Counselling and Psychology Journal), October, 2009, pp 21 - 24.

Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.

Marlatt, G. A., & Kristeller, J. L. (1999). Mindfulness and meditation. In W. R. Miller (Ed.), Integrating spirituality into treatment (pp. 67-84). Washington, D.C.: American Psychological Association.

Shapiro, S.L., Astin, J.A., Bishop, S.R., & Cordova, M. (2005). Mindfulness-based stress reduction for health care professionals: results from a randomised trial. International Journal of Stress Management, 12 (2), 164-176.

Teasdale, J.D., Segal, Z.V., & Williams, M.G. (1995). How does cognitive therapy prevent depressive relapse and why should attentional control (mindfulness training) help? Behaviour Research and Therapy, 33, 25-39.

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What is mindfulness, and what is it not?

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You have been sitting on the cushion for what seems like an eternity, though a glance at your clock assures you that it has only been 23 minutes. Your legs are going to sleep in the cross-legged position and your back - free from supports as you were instructed to have it be - is starting to ache in the unaccustomed upright posture.

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The BRAVE Program is an interactive, online program for the prevention and treatment of childhood and adolescent anxiety. The programs are free, and provide ways for children and teenagers to better cope with their worries. There are also programs for parents.

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The health and well-being of our team, the boys and young men we mentor and their communities are our highest priorities. In response to the coronavirus outbreak, we have upped our standards and requirements of hygiene, as advised by the Department of Health, and have adapted our program delivery to ensure the safety of everyone involved. To read our full statement on COVID-19, .

Top Blokes Foundation is on a mission to improve young male health and well-being. We work with groups of boys and young men over 3 to 6 months to increase their resilience, empathy, and respect for self and others, and in doing so work to reduce the rates of suicides, mental health issues, antisocial and risk-taking behaviours.

Our preventative, evidence-based group mentoring programs are delivered by qualified and experienced youth workers and have been developed especially to engage and educate boys and young men. Our goal is to mentor and develop their critical-thinking and decision-making skills, as well as normalise a definition of masculinity beyond "strong" and "stoic" to improve young men's relationships with themselves and those around them.

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Top Blokes Foundation | Australian Young Male Health Well-being | Sydney

# data[].attributes.attachment_link.description
Top Blokes Foundation is on a mission to improve young men's health and well-being. We work with boys over 3 to 6 months to increase their resilience, empathy and respect for self and others, and in doing so work to reduce the rates of suicides, mental health issues, antisocial and risk-taking...

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In 2017, Project Booyah developed a resilience program titled 'RESPECT' which is based on a positive, interpersonal and cognitive behavioural therapy (CBT) approach. RESPECT aims to enhance the resilience, self-esteem, anger regression and other key protective factors for at risk youth.

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You have been sitting on the cushion for what seems like an eternity, though a glance at your clock assures you that it has only been 23 minutes. Your legs are going to sleep in the cross-legged position and your back - free from supports as you were instructed to have it be - is starting to ache in the unaccustomed upright posture.

A fly has been buzzing around, alternately interesting and irritating you, and you wonder why you never noticed how much traffic goes by your street outside. You must have eaten something that you are allergic to at breakfast, because your guts are steadily expanding to their fully bloated state, making you feel like you swallowed a beach ball. You notice the usual stiffness in your neck and upper spine (the pain from which motivated you to take up this unusual practice of doing nothing), and you have the most intense desire to scratch an itch in the middle of your back. All of this is in addition to your humdinger of a toothache.

Welcome to the world of mindfulness, you grimly tell yourself, where every pain, irritation, and sensation, from barely there to unbearable, is brought to your earnest attention. Then you realise: oh, that's a thought. I'm not supposed to get carried away with thoughts. Back to noticing the itch, the toothache, the fly...

And yet, amidst the flux of sound, pain, and thought intrusion, you are also immersed in a novel experience: the curiously comforting sensation of stillness. It's an odd, expanding peacefulness. Could this be what all those Eastern religious dudes are rabbiting on about?

Although only recently embraced by Western psychology, mindfulness practices and techniques have been part of many Eastern philosophies, such as Buddhism, Taoism, Tai Chi, Hinduism, and most martial arts, for thousands of years. The various definitions of it revolve around bringing non-judgmental consciousness to the present experience, so it can be considered the art of conscious living. Mindfulness is said to be:

1. "Bringing one's complete attention to the present experience on a moment-to-moment basis" (Marlatt & Kristeller, 1999, p 68).

2. "Paying attention in a particular way; on purpose, in the present moment, and nonjudgmentally" (Kabat-Zinn, 1994, p4).

3. "Consciously bringing awareness to your here-and-now experience, with openness, interest, and receptiveness" (Harris, 2007).

Let's note some of the important elements of these definitions. First, we can observe that mindfulness is a process of awareness, not thinking. Awareness involves noticing experience, as opposed to getting caught up in thoughts. Second, the three definitions above hint at a corollary aspect: the attitude that goes with being mindfully aware. It is not one of closed-minded pre-judging. Instead the stance is one of openness and curiosity, which induce acceptance rather than conflict or avoidance of whatever is happening. Thus, a person can be having the unpleasant experience of intense pain and yet - through mindfulness - regard that pain with curiosity and openness, as merely a sensation to be explored, rather than something to fight with or escape, say through drugs.

Third, paying attention in a particular way - "on purpose" - suggests that we are able to choose what we pay attention to. When we can direct our awareness, focusing on different aspects of our experience, we are free to deeply connect with ourselves, appreciating the fullness of each moment of life. We can use the awareness to enhance our self-knowledge, and to connect more deeply with those we care about. We can use mindfulness to expand our repertory of responses to our world, thus greatly increasing our psychological resilience and life satisfaction. Dr Harris, a strong advocate of Acceptance and Commitment Therapy (which uses mindfulness-based techniques), suggests that this may be why ACT has been shown to increase therapist effectiveness and reduce therapist burnout (Harris, 2009).

Mindfulness can be contrasted with several other philosophies or practices. CBT (Cognitive Behaviour Therapy) also involves becoming aware of one's thoughts, but those practicing CBT are encouraged to evaluate and then dispute unhelpful thoughts, changing them to something kinder and more accurate. In mindfulness, practitioners are not generally interested in whether thoughts are true or false, but in whether it is helpful in the moment to hang on to or get caught up with them.

If the practitioner observes that a thought is likely to put his/her life into the "stuck and struggling" zone rather than making it fuller, richer, and more meaningful, then the practitioner agrees to let the thought come and go rather than engage with it, but there is no attempt to fight it (Harris, 2009). In recent years, mindfulness advocates have merged mindfulness with cognitive therapies, adapting Mindfulness-Based Stress Reduction (MBSR) techniques to Cognitive Therapy for purposes of relapse prevention in addiction cases.

While mindfulness practices require a certain degree of calm and equanimity and although they tend to engender greater relaxation, they should not be confused with relaxation practices in some other schools of thought, which differ significantly. Mindfulness is a form of mental training intended to enhance awareness and the ability to disengage from maladaptive patterns of mind that make one vulnerable to stress responses and psychopathology. Training in mindfulness attempts to increase awareness of thoughts, emotions, and maladaptive ways of responding to stress, thereby helping practitioners learn to cope with stress in healthier, more effective ways (Bishop et al, 2004, in Shapiro et al, 2005).

Let's review what some of the main clinical applications of mindfulness are.

Mindfulness-Based Stress Reduction (MBSR)

Probably the most commonly-cited method of mindfulness training in the literature is MBSR. Developed in a behavioural setting for populations with chronic pain and stress-related disorders, it has typically been conducted as an 8 to 10 week course for groups of up to 30 participants who meet weekly for two to two-and-a-half hours for instruction and practice in mindfulness meditation skills, along with discussion of stress, coping, and homework assignments.

Instructed to practice the skills outside group meetings for at least 45 minutes per day, participants become skilled in focusing the attention on the target of observation (e.g., the breath), and through this they improve on their ability to be aware of it in each moment. When emotions, sensations, or thoughts arise, participants are instructed to observe them non-judgmentally, not becoming absorbed in their contents, returning their attention to the present moment, to the object of observation (Baer, 2003).

Mindfulness-Based Cognitive Therapy (MBCT)

Teasdale, Segal, and Williams (1995) saw that the skills of attentional control taught in mindfulness meditation could be helpful in preventing relapse of major depressive episodes. Their theories of depressive relapse suggest that many individuals who have formerly had major depressive episodes become vulnerable to recurrences upon experiencing mild dysphoric states because these states reactivate the depressive thinking patterns present during previous episodes, thus triggering a new episode.

MBCT is an eight-week program based on MBSR which incorporates elements of cognitive therapy that facilitate a de-centred (defused or disidentified) view of one's thoughts, emotions, and bodily sensations. MBCT prevents depressive relapse by showing formerly depressed individuals how to observe their thoughts and feelings non-judgmentally, viewing them simply as mental events that come and go. Thus, such clients do not escalate negative thoughts into ruminative patterns.

Dialectical Behaviour Therapy (DBT)

DBT is a multi-faceted approach to treating Borderline Personality Disorder which is based on a dialectical worldview. This proposes that reality consists of opposing forces, the synthesis of which leads to a new reality, which in turn consists of opposing forces, in a continual process of change. Participants in such therapy are mostly concerned with the dialectic between acceptance and change. Clients are encouraged to accept themselves, their histories, and their situations as they are, while working to change their behaviours and environments to create a better life.

Synthesising this apparent contradiction is a central goal of DBT, and mindfulness skills are taught within this context. While the concepts taught (e.g., nonjudgmental observation of thoughts, emotions, and sensations) are similar to MBSR, they are organised differently. The course is a year-long weekly skills group. Some highly impaired participants are unable to meditate as extensively as the MBSR courses require, so the DBT version does not prescribe a specific amount of time to be set aside for the practice, leaving this to be determined by participants' individual therapists (Baer, 2003).

Acceptance and Commitment Therapy (ACT)

Theoretically based in contemporary behaviour analysis, ACT does not describe its treatment methods in terms of mindfulness or meditation, but is included here because its strategies are consistent with the mindfulness approaches described. Participants in ACT are taught to develop an Observing Self capable of watching their bodily sensations, emotions, and thoughts.

They are encouraged to see these as separate from themselves, the person experiencing them. Thus the thought "I'm greedy" would be transformed into "I'm having the thought that I'm greedy". ACT students are explicitly taught to abandon any attempts to control thoughts and feelings, instead merely observing them non-judgmentally, accepting them as they are, while changing their behaviour in constructive ways to improve their lives (Hayes, 1994).

Relapse prevention

This is a cognitive-behavioural treatment package designed to forestall relapses in individuals treated for substance abuse. Mindfulness skills are taught as part of it to help participants cope with urges to use. Mindfulness involves acceptance of the constantly changing experiences of the present moment, whereas addiction is an inability to accept the present moment as the next "high" associated with the addiction is sought.

Participants are taught to "urge surf": that is, to "ride" the urge to use like a wave, knowing that the wave will build, crest, and subside. The client knows that he or she is not "home free" when that happens, as there will always be more waves; the urges cannot be eliminated. Thus they must be accepted as normal responses to appetitive cues. Mindfulness skills enable such clients to observe the urges as they appear, accept them non-judgmentally, and cope with them in adaptive ways (Baer, 2003).

This article was adapted from the upcoming Mental Health Academy CPD course "Mindfulness in Therapeutic Practice". For more information, visit www.mentalhealthacademy.com.au.

References

Baer, R. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. American Psychological Association: 10(2), 125-143.

Harris, R. (2007).The happiness trap: stop struggling, start living. Wollombi, NSW, Australia: Exisle Publishing, Ltd.

Harris, R. (2009). Mindfulness without meditation. In HCPJ (Healthcare Counselling and Psychology Journal), October, 2009, pp 21 - 24.

Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.

Marlatt, G. A., & Kristeller, J. L. (1999). Mindfulness and meditation. In W. R. Miller (Ed.), Integrating spirituality into treatment (pp. 67-84). Washington, D.C.: American Psychological Association.

Shapiro, S.L., Astin, J.A., Bishop, S.R., & Cordova, M. (2005). Mindfulness-based stress reduction for health care professionals: results from a randomised trial. International Journal of Stress Management, 12 (2), 164-176.

Teasdale, J.D., Segal, Z.V., & Williams, M.G. (1995). How does cognitive therapy prevent depressive relapse and why should attentional control (mindfulness training) help? Behaviour Research and Therapy, 33, 25-39.

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What is mindfulness, and what is it not?

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You have been sitting on the cushion for what seems like an eternity, though a glance at your clock assures you that it has only been 23 minutes. Your legs are going to sleep in the cross-legged position and your back - free from supports as you were instructed to have it be - is starting to ache in the unaccustomed upright posture.

# data[].attributes.attachment_link.readable_text
The Australian National Anthem identifies Australia at home and overseas and is used at official and public ceremonies and sporting and community events.

Download the updated 2021 words for the Australian National Anthem - PDF 108KB | DOCX 26KB

Australian National Anthem - New Recordings

From 1 January 2021, the second line of the Australian National Anthem was changed from 'For we are young and free' to 'For we are one and free'.

The Prime Minister, the Hon Scott Morrison MP, said the change was made for all Australians. The Prime Minister's full media release is available on his website.

"During the past year we have showed once again the indomitable spirit of Australians and the united effort that has always enabled us to prevail as a nation. It is time to ensure this great unity is reflected more fully in our national anthem," the Prime Minister said.

"Also, while Australia as a modern nation may be relatively young, our country's story is ancient, as are the stories of the many First Nations peoples whose stewardship we rightly acknowledge and respect.

"In the spirit of unity, it is only right that we ensure our National Anthem reflects this truth and shared appreciation.

"Changing 'young and free' to 'one and free' takes nothing away, but I believe it adds much."

PM&C has commissioned new recordings of the Anthem, performed by the Royal Australian Navy Band Melbourne. These preliminary additional resources have been made available in time for Australia Day 2021 at the files for download list below.

Further Anthem resources will be developed over the coming months and distributed widely to encourage public use of Australia's national song.

History of the Australian National Anthem

The original composition of 'Advance Australia Fair' was written by Peter Dodds McCormick in 1878 and was four verses long.

In 1973 the Australia Council for the Arts held the Australian National Anthem Quest competition to find the lyrics and music for a new Australian national anthem.

The competition received more than 1400 entries for lyrics and 1200 entries for music, but the judges decided the entries did not meet the high standards of Australia's traditional songs 'Advance Australia Fair', 'Waltzing Matilda' and 'Song of Australia'.

As a result, the Australia Council for the Arts recommended the final choice for the national anthem should be made from these three songs.

The Bureau of Statistics then ran a national poll of 60 000 people, which found 'Advance Australia Fair' was favoured by 51.4 per cent of people, followed by 'Waltzing Matilda' (19.6 per cent).

In 1974 'Advance Australia Fair' was adopted as the Australian National Anthem, but in 1976 'God Save The Queen' was reinstated.

In 1977 the Australian Electoral Office conducted another poll, which again found 'Advance Australia Fair' was the preferred anthem (43.6 per cent), followed by 'Waltzing Matilda (28.45 percent).

In 1981 the National Australia Day Council recommended the Australian National Anthem consist of verses one and two of 'Advance Australia Fair' with some modification.

On 19 April 1984 the then Governor-General, the Rt Hon Sir Ninian M Stephen KG AK GCMG GCVO KBE, proclaimed the Australian National Anthem the tune of 'Advance Australia Fair' and the verses drafted by the National Australia Day Council.

From 1 January 2021, the words of the second line of the Australian National Anthem were amended from 'For we are young and free' to 'For we are one and free', by Proclamation made by the Governor General, General the Honourable David Hurley AC DSC (Retd), on the Government's advice.

Australian National Anthem - Music and Words

Australian National Anthem files for download

The Government has prepared new recordings of the Anthem performed by the Royal Australian Navy Band Melbourne. These new recordings, instrumental audio tracks and music scores are available below.

A printable word sheet is also available for download.

Other anthems

The Royal Anthem

'God Save the Queen' was proclaimed as the Royal Anthem in 1984.

At official and ceremonial occasions, the Royal Anthem is used when Her Majesty The Queen or a member of the Royal Family is present.

When The Queen is in Australia, the Royal Anthem is played at the beginning of an official engagement and the Australian National Anthem is played at the end. On some occasions it may be appropriate to play both anthems at the beginning of the engagement.

There are no restrictions on singing or using the Royal Anthem at a community event irrespective of any member of the Royal Family being present.

When the Royal Anthem is played at a ceremony or public event it is customary to stand.

The Vice-Regal salute

The Vice-Regal salute was proclaimed in 1984. It is the first four bars and last four bars of the Australian National Anthem and is used in the presence of the Governor-General.

It is customary to stand when the Vice-Regal salute is played at a ceremony or public event.

# data[].attributes.attachment_link.description
The Australian National Anthem identifies Australia at home and overseas and is used at official and public ceremonies and sporting and community events. Download the updated 2021 words for the Australian National Anthem - PDF 108KB | DOCX 26KB From 1 January 2021, the second line of the Australian National Anthem was changed from 'For we are young and free' to 'For we are one and free'.

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A whole school approach to supporting students' wellbeing and mental health

Schools play a critical role in supporting the mental health and wellbeing of all Queensland state school students. The department's Student learning and wellbeing framework assists schools to implement a whole school approach to supporting students' wellbeing and mental health across the continuum-from universal promotion and prevention approaches to targeted responses to students' mental health concerns.

Educators, parents, and children and young people themselves all have a role to play as part of a whole school approach to supporting the wellbeing and mental health of all Queensland state school students.

Find out specific information about how to support students' wellbeing and mental health.

Information for parents, including:

strategies for supporting your child's wellbeing and mental health

getting support for your child's wellbeing and mental health

responding to traumatic events.

Information for students, including:

supporting your wellbeing and staying safe

looking out for your mental health

where to get support for your wellbeing and mental health.

Information for school staff, including:

departmental resources

providing support

external support agencies.

Coronavirus (COVID-19) and supporting students-advice for parents

The department has developed:

The importance of supporting students' wellbeing for enhancing learning and social and emotional development is well established. Nurturing students' wellbeing in safe, supportive and inclusive school and home environments assists children and young people to be resilient, confident and lifelong learners.

Resilient and confident students not only perform better academically but are more likely to develop and maintain healthy, positive relationships and make responsible lifestyle choices.

​

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Supporting students' wellbeing and mental health

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The importance of wellbeing for learning is well evidenced - students learn best in environments where their social, emotional and physical wellbeing is nurtured.

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Kids Helpline | Phone & Web Counselling | Ages 5-25

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eSafety can help Australians experiencing online bullying or abuse to take action or make a complaint. Discover how we can help you stay safe online

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Family Wellbeing Program - Kalwun Development Corporation

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Kalwun's Family Wellbeing Service delivers timely, effective support to Gold Coast families with children and young people under the age of 18 years. The purpose of the service is to achieve improvements in safety and/or protection from harm and improve life skills to deliver the following outcomes: Improved wellbeing of Aboriginal and Torres Strait Islander children and families and safer Aboriginal and Torres Strait Islander children.

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Find Your 24 Character Strengths | Personal Strengths List | VIA Institute | VIA Institute

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Everyone possesses all 24 character strengths in different degrees. See the full character strengths list here & learn about your unique personal strengths.

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Talking with someone who understands and can support your health and wellbeing.

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Anytime. Any Reason.

Kids Helpline is Australia's only free, private and confidential 24/7 phone and online counselling service for young people aged 5 to 25.

For 26 years Australia's kids and young people have been turning to our professional, specialised counsellors, no matter who they are, where they live or what they want to talk about.

Over this time, we have responded to over 7.5 million contacts. For some young people, connecting with Kids Helpline has been a life-saving experience, while for others it's about practical help and emotional support at the critical moment they need someone to listen.

Aboriginal and Torres Strait Islander people should be aware that this website may contain images, voices or names of deceased persons in photographs, film, audio recordings or printed material. To listen to our Acknowledgement of Country, click here.

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Kids Helpline is Australia's only free, private and confidential 24/7 phone and online counselling service for young people aged 5 to 25. For 26 years Australia's kids and young people have been turning to our professional, specialised counsellors, no matter who they are, where they live or what they want to talk about.

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The pursuit of happiness is one that humans have been working toward since the beginning of time.

Yet the concept of "happiness" is often hard to accurately define.

Living the good life, flourishing, self-actualization, joy, and purpose are words that come to mind with happiness. Is it possible to experience any of these in the middle of a chaotic world and negative circumstances? Can we learn to grow or find skills that lead to this "good life?"

Positive psychology takes you through the countryside of pleasure and gratification, up into the high country of strength and virtue, and finally to the peaks of lasting fulfillment, meaning and purpose.

Seligman, 2002

This article will outline the PERMA+ model and the theory of wellbeing, and provide practical ways to apply its components in your private practice or personal life.

Before you continue, we thought you might like to download our three Happiness & Subjective Wellbeing Exercises for free. These detailed, science-based exercises will help you or your clients identify sources of authentic happiness and strategies to boost wellbeing.

What Is Seligman's PERMA+ Model?

Abraham Maslow (1962) was one of the first in the field of psychology to describe "wellbeing," with his characteristics of a self-actualized person. The description of self-actualization is a foreshadowing of the PERMA model, which outlines the characteristics of a flourishing individual and Wellbeing Theory (WBT).

In 1998, Dr. Martin Seligman used his inaugural address as the incoming president of the American Psychological Association to shift the focus from mental illness and pathology to studying what is good and positive in life. From this point in time, theories and research examined positive psychology interventions that help make life worth living and how to define, quantify, and create wellbeing (Rusk & Waters, 2015).

In developing a theory to address this, Seligman (2012) selected five components that people pursue because they are intrinsically motivating and they contribute to wellbeing. These elements are pursued for their own sake and are defined and measured independently of each other (Seligman, 2012).

Additionally, the five components include both eudaimonic and hedonic components, setting WBT apart from other theories of wellbeing.

These five elements or components (PERMA; Seligman, 2012) are

Positive emotion

Engagement

Relationships

Meaning

Accomplishments

The PERMA model makes up WBT, where each dimension works in concert to give rise to a higher order construct that predicts the flourishing of groups, communities, organizations, and nations (Forgeard, Jayawickreme, Kern, & Seligman, 2011).

Research has shown significant positive associations between each of the PERMA components and physical health, vitality, job satisfaction, life satisfaction, and commitment within organizations (Kern, Waters, Alder, & White, 2014).

PERMA is also a better predictor of psychological distress than previous reports of distress (Forgeard et al., 2011). This means that proactively working on the components of PERMA not only increases aspects of wellbeing, but also decreases psychological distress.

Watch this video where Seligman discusses the PERMA model.

P - Positive Emotion

Positive emotion is much more than mere ' happiness.'

Positive emotions include hope, interest, joy, love, compassion, pride, amusement, and gratitude.

Positive emotions are a prime indicator of flourishing, and they can be cultivated or learned to improve wellbeing (Fredrickson, 2001).

When individuals can explore, savor, and integrate positive emotions into daily life (and visualizations of future life), it improves habitual thinking and acting. Positive emotions can undo the harmful effects of negative emotions and promote resilience (Tugade & Fredrickson, 2004).

Increasing positive emotions helps individuals build physical, intellectual, psychological, and social resources that lead to this resilience and overall wellbeing.

Ways to build positive emotion may include:

Spend time with people you care about (Kok et al., 2013).

Do hobbies and creative activities that you enjoy (Conner et al., 2018).

Listen to uplifting or inspirational music (Juslin & Sakka, 2019).

Reflect on things you are grateful for and what is going well in your life (Emmons & McCullough, 2003).

E - Engagement

According to Seligman (2012), engagement is "being one with the music." It is in line with Csikszentmihalyi's (1989) concept of "flow." Flow includes the loss of self-consciousness and complete absorption in an activity. In other words, it is living in the present moment and focusing entirely on the task at hand.

Flow, or this concept of engagement, occurs when the perfect combination of challenge and skill/strength is found (Csikszentmihalyi & LeFevre, 1989).

People are more likely to experience flow when they use their top character strengths. Research on engagement has found that individuals who try to use their strengths in new ways each day for a week were happier and less depressed after six months (Seligman, Steen, Park, & Peterson, 2005).

The concept of engagement is something much more powerful than simply "being happy," but happiness is one of the many byproducts of engagement.

Ways to increase engagement:

Participate in activities that you really love, where you lose track of time when you do them (Bonaiuto et al., 2016).

Practice living in the moment, even during daily activities or mundane tasks (Belitz & Lundstrom, 1998).

Spend time in nature, watching, listening, and observing what happens around you (Petersen et al., 2021).

Identify and learn about your character strengths, and do things that you excel at (Lai et al., 2018).

R - Positive Relationships

Relationships encompass all the various interactions individuals have with partners, friends, family members, colleagues, bosses/mentors/supervisors, and their community at large.

Relationships in the PERMA model refer to feeling supported, loved, and valued by others. Relationships are included in the model based on the idea that humans are inherently social creatures (Seligman, 2012). There is evidence of this everywhere, but social connections become particularly important as we age.

The social environment has been found to play a critical role in preventing cognitive decline, and strong social networks contribute to better physical health among older adults (Siedlecki et al., 2014).

Many people have a goal of improving relationships with those they are closest to. Research has demonstrated that sharing good news or celebrating success fosters strong bonds and better relationships (Siedlecki et al., 2014). Additionally, responding enthusiastically to others, particularly in close or intimate relationships, increases intimacy, wellbeing, and satisfaction.

How to build relationships:

Join a class or group that interests you.

Ask questions of the people you don't know well to find out more about them.

Create friendships with people you are acquainted with.

Get in touch with people you have not spoken to or connected with in a while.

M - Meaning

Another intrinsic human quality is the search for meaning and the need to have a sense of value and worth. Seligman (2012) discussed meaning as belonging and/or serving something greater than ourselves. Having a purpose in life helps individuals focus on what is really important in the face of significant challenge or adversity.

Having meaning or purpose in life is different for everyone. Meaning may be pursued through a profession, a social or political cause, a creative endeavor, or a religious/spiritual belief. It may be found in a career or through extracurricular, volunteer, or community activities.

A sense of meaning is guided by personal values, and people who report having purpose in life live longer and have greater life satisfaction and fewer health problems (Kashdan et al., 2009).

Ways to build meaning:

Get involved in a cause or organization that matters to you (Tang et al., 2022).

Try new, creative activities to find things you connect with.

Think about how you can use your passions to help others.

Spend quality time with people you care about.

A - Accomplishments/Achievements

Accomplishment in PERMA is also known as achievement, mastery, or competence.

A sense of accomplishment is a result of working toward and reaching goals, mastering an endeavor, and having self-motivation to finish what you set out to do. This contributes to wellbeing because individuals can look at their lives with a sense of pride (Seligman, 2012).

Accomplishment includes the concepts of perseverance and having a passion to attain goals. But flourishing and wellbeing come when accomplishment is tied to striving toward things with an internal motivation or working toward something just for the sake of the pursuit and improvement (Quinn, 2018).

Achieving intrinsic goals (such as growth and connection) leads to larger gains in wellbeing than external goals such as money or fame (Seligman, 2013).

Ways to build accomplishment:

Set goals that are SMART - specific, measurable, achievable, realistic, and time bound (Falecki et al., 2018).

Reflect on past successes.

Look for creative ways to celebrate your achievements.

The Plus (+) in PERMA

Yet happiness goes beyond just these five elements, and the + can include other important areas we well, such as optimism, nutrition, physical activity and sleep. These are areas equally important to mental wellbeing.

Optimism

Optimism is a positive emotion critical to building resilience and wellbeing. Optimism is the belief that life will have more good outcomes than bad. People who are optimistic are more likely to be resilient to stressful life events (Carver, Scheier, & Segerstrom, 2010).

Optimistic people tend to live longer, have better postoperative outcomes and lower levels of depression, and adjust better to college life (Carver et al., 2010).

Encouraging youth to become more resilient would build help in establishing a more optimistic outlook on life. Our article, How to Build Resilience in Children, as well as Teaching Resilience in Schools, are great starting points to have youth who are optimistic, resilient, and can handle life's stressful events better.

Physical activity

Physical activity has been linked to wellbeing in numerous ways. Negative emotions are associated with an increased risk of physical disease and poor health habits, and people with mental illness are more likely to be physically inactive (Hyde, Maher, & Elavsky, 2013).

There are obvious physical benefits to being active, but increasing movement or activity also decreases symptoms of depression, anxiety, and loneliness and improves mental focus and clarity (Hyde et al., 2013).

Read our article on Cognitive Health, to understand the connection between exercise and mental wellbeing.

Nutrition

Poor nutrition leads to physical health problems such as obesity, diabetes, heart disease, and even cancer, but there is significant research demonstrating a relationship between diet and mental health (Stranges, Samaraweera, Taggart, Kandala, & Stewart-Brown, 2014).

Eating a balanced diet rich in vegetables and nutrients (and limiting processed or sugary foods) has been associated with wellbeing. High levels of wellbeing were reported by individuals who ate more fruits and vegetables (Stranges et al., 2014). A review of research on children and adolescents found that a poor diet (high levels of saturated fat, refined carbohydrates, and processed foods) was linked to poorer mental health (O'Neil et al., 2014).

So what should we eat? There are many "super foods" found in nature, such as berries, cruciferous vegetables, avocados, nuts, and seeds. A Mediterranean diet that is high in vegetables, fruits, legumes, nuts, beans, cereals, grains, fish, and unsaturated fats has been shown to reduce depression symptoms and provides an array of physical health benefits (Parletta et al., 2017).

Sleep

Neuroimaging and neurochemistry research suggests that good sleep hygiene fosters mental and emotional resilience, and sleep deprivation leads to negative thinking and emotional vulnerability (Harvard Medical School, 2019). Further, sleep problems are more likely to affect people with psychiatric disorders and may increase the risk of developing mental illness.

Particularly, insomnia increases the risk of developing depression.

Getting seven to nine hours of quality sleep during the same hours every night is recommended (Harvard Medical School, 2019). Lifestyle changes such as avoiding caffeine, nicotine, and alcohol; getting physical activity; decreasing screen time; and using the bedroom only for sleep and sex can improve sleep quality.

Relaxation techniques and cognitive behavioral techniques to reduce stress and anxiety can also be effective ways to improve sleep and overall wellbeing.

Training in PERMA+: 3 Options

Positive psychology and the science of wellbeing has become a popular area of research and practice.

Training in PERMA can be helpful for improving performance, building resilience, and increasing success and life satisfaction. Here are three options for obtaining training in PERMA.

The Penn Resilience Program and PERMA workshops

The Penn Resilience Program and PERMA workshops are evidence-based training options that strive to build resilience, wellbeing, and optimism. The workshops are designed to offer practical skills for individuals, teams, and organizations that reduce mental health issues and improve quality of life.

The SAHMRI Wellbeing and Resilience Centre

The Wellbeing and Resilience Centre aims to decrease mental illness by improving mental health and wellbeing. With the understanding that wellbeing is multi-dimensional, PERMA+ is the foundation used to train leaders how to deliver skills and interventions to the community.

The Science of Happiness Course

Offered through UC Berkeley, the Science of Happiness Course, with an optional certificate, focuses on all aspects of PERMA without actually focusing on the acronym.

The course discusses research on happiness (positive emotions, engagement, relationships, meaning, and achievements) and provides practical activities to improve and measure individual happiness and wellbeing.

3 PERMA+ Activities & Interventions

PERMA activities and interventions are applicable to individuals suffering from mental health disorders as well as those who simply want to improve levels of flourishing. The following interventions can be implemented during any point in a treatment program or as standalone activities to increase wellbeing.

1. Your character strengths

Find your character strengths using the VIA Survey. Much of the research on PERMA uses the assessment of these 24 character strengths.

Learning your unique character strengths can help guide you into meaningful activities (engagement) and work (accomplishment).

2. Track and measure success

This worksheet helps clients set goals and track progress. Often, we take the first step in setting goals but do not take the time to reflect on the emotions elicited when we have achieved them.

3. Gratitude journal

One of the most common activities mentioned throughout research on flourishing and wellbeing is the impact of gratitude. This article about creating a Gratitude Journal provides comprehensive background information and specific details and activities to implement a gratitude journal or routine into daily life.

4 Helpful Questionnaires and Questions to Ask

Questionnaires and assessments are useful tools in positive psychology.

Not only do they provide a way to measure wellbeing, but they are another way to track the effectiveness of interventions and therapeutic techniques.

The following assessments can also offer ideas for specific or individual questions that help clients gain insight and self-awareness.

1. PERMA Profiler

The PERMA Profiler is an extensive questionnaire from the University of Pennsylvania that assesses each of Seligman's (2012) components of wellbeing or flourishing.

This can be an excellent resource to assess clients as they progress through therapy, coaching, or interventions in positive psychology or counseling.

2. The Workplace PERMA Profile

The Workplace PERMA Profile is created by the same authors as the individual PERMA Profiler, but it is designed to assess groups and organizations.

Leaders can use this to assess workers or teams and improve wellbeing in the environment, which will lead to better performance.

3. PURPOSE+ PERMA Profiler

This PURPOSE+ PERMA Profiler is a quick online assessment that asks relevant questions related to each component of PERMA.

It is a fast and efficient way to assess and compare levels of wellbeing. It will email the results directly to you and compares your PERMA scores with other people in the same demographic. The questions asked in the short survey also provide a great starting point for therapy, coaching, or consulting.

4. The Flourishing Scale

The Flourishing Scale asks participants to rate themselves on specific areas of wellbeing. Flourishing is one of the most important components of resilience and wellbeing.

This scale can be used as a tool for motivational interviewing to inspire ideas for self-improvement, or it can be used as an assessment to track progress. The full description of the scale, with scoring, can be accessed in the Positive Psychology Toolkit©.

PositivePsychology.com's Relevant Resources

Our Positive Psychology Toolkit© provides a wealth of resources that cover the full range of components from Wellbeing Theory and PERMA. The assessments, exercises, and activities can be implemented and integrated into any stage of therapy or as standalone activities.

1. Strengths for Altruism

The Strengths for Altruism worksheet, available in the Toolkit, is helpful once an individual has identified their strengths. We all have strengths and have a choice of what we do with them. Using strengths in an altruistic way can promote engagement, relationship, and meaning.

2. Gratitude Letter

Creating a Gratitude Letter is one of the most effective exercises used in the PERMA model. Just like the gratitude journal mentioned earlier, fostering gratitude can significantly improve all aspects of PERMA (positive emotions, engagement, relationships, meaning, and accomplishment). To make the letter specific to Wellbeing Theory, gratitude can be targeted to each of the five areas.

3. Build an Emotions Portfolio

This free Emotions Portfolio tool is a great resource to help clients build a database or toolbox of positive emotions. Hope, gratitude, awe, joy, and inspiration are positive emotions that have been linked to wellbeing and are explored here.

4. 17 Happiness Exercises

If you're looking for more science-based ways to help others develop strategies to boost their wellbeing, this collection contains 17 validated happiness and wellbeing exercises. Use them to help others pursue authentic happiness and work toward a life filled with purpose and meaning.

A Take-Home Message

We all want to experience a higher level of wellbeing and "flourish" in life. The PERMA+ model is an evidence-based approach to improve "happiness" and decrease anxiety, depression, and stress.

Many activities can be used to systematically increase positive emotions, engagement, relationships, meaning, and achievement (PERMA). The good thing is that the areas of PERMA can be mutually exclusive, but in most ways, they are not. For example, by using mindfulness exercises to increase engagement, one will probably also experience more positive emotion and meaning in life.

We hope you enjoyed reading this article. Don't forget to download our three Happiness Exercises for free.

[Reviewer's update:

Citations of new research have been added where appropriate.]

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The PERMA Model: Your Scientific Theory of Happiness

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Martin Seligman's PERMA model was designed as a theoretical understanding of achieving happiness. What is PERMA and how do you apply it?