Wellbeing Project – Oranga Ngākau
Lifewalk has equipped and supported chaplains in schools for over 20 years and in the wake of the pandemic, have launched a nationwide wellbeing programme called Oranga Ngākau.
Oranga Ngākau is wellbeing for your heart.
So often we hear children are resilient or look happy when in fact, the level of stress and anxiety they are under is affecting their ability to learn and engage with those around them.
Our country is trying to cope with the mental health crisis in homes, schools and workplaces. This project is designed to build up students, assist teachers and strengthen whānau.
Lifewalk Oranga Ngākau focuses on three key objectives, Students, Teachers and Parents.
Student presentations
We have a diverse team of dynamic presenters that engage students of all ages. The large-group session are held over three weeks and are 45mins long. We have a diverse team of dynamic presenters that engage with children from Years 5 to 13.
Staff Professional Development
Each teacher will receive a mood package with resources to assist students understand more about their emotions. The PD workshop, ‘Emotional dynamics at play in the classroom’ has been professionally created to give teachers more tools to use with their students.
Wellbeing for Parents
A time for kai and kōrero with parents to create space for questions and discussing big emotions in our homes. We go over a helpful resource called Emotions in Motion by author Rose Stanley.
R.I.M.A. Programme
R. I. M. A. — Five steps to emotional wellbeing programme. Schools are able to access R.I.M.A. as part of the Wellbeing project, OR separately throughout the year. $300 per group.
A 5-week programme designed for small groups where students can identify and express their feelings. R.I.M.A has been adapted from Gordon Neufeld’s science of emotion research and tailored to cater toward Schools in Aotearoa. It is available for small groups from Year 1 to Year 13 students.
Step One: Expressing without repercussion
Step Two: Naming the emotion
Step Three: Feeling our vulnerable feelings
Step Four: Mixing our emotions
Step Five: Reflect & Support
School Chaplaincy
Lifewalk has been placing chaplains in NZ schools for over 20 years. As part of the Wellbeing Project, there is the opportunity to place a volunteer chaplain at your school to journey alongside the school community and support students, staff and parents.
Our Wellbeing Team
Lani Edwards - R.I.M.A Facilitator
Lani has been working in schools for almost three years. She loves hearing the kid’s stories and spending time getting to know them. With her experience and qualifications in hospitality management, Lani joins the team as a R.I.M.A facilitator.
Liz Alexander - Large-group presenter
From teaching to mentoring, Liz has worked with young people from age 3-19. She has presented over 1,100 talks to around 160,000 young people. Liz is passionate about connecting young people with ideas that will help them to create a life that they love and be someone that they are proud of.
Rush de Silva - Large-group presenter
Rush has been working predominantly in South Auckland schools since 2003. He also runs a school and holiday programmes in some of those schools. Rush is passionate about seeing South Auckland students and families thrive in wellness.
Cat Levine - Large-group presenter
Cat has been speaking about emotional intelligence and mental health in Schools and at corporate events for over 20 years. Her most recent work has been with Mike King on the ‘I am hope – Gumboot Up NZ’ campaign.
Marlon Naepi - Large-group presenter
Marlon has worked in schools and with youth as a motivational speaker. Marlon’s story of survival has put him on the stage before 1000’s of people. He is currently completing a diploma in Mental Health Psychology and is working for the NZ Police.
Rose Stanley
Rose has worked for many years in NZ State schools providing pastoral care for children. Rose is also a children’s author and has published books about emotional literacy and problem solving. Rose presents her book Emotions in motion in the parent’s workshop discussing the importance of discussing feelings within the home and classroom.
Adrienne Wood - PD facilitator
Adrienne runs her own business working with parents of children with complex behaviours (Heartsync NZ). She is a former secondary school teacher and lecturer in Human development, training teachers, counsellors and youth workers.
Tanya Lameta
Tanya is the National director of Lifewalk Trust. Her post graduate study in Violence and Trauma have led her to work more closely with services that provide pastoral care in schools and in homes. Tanya coordinates the Lifewalk project in and out of schools in Auckland and soon to be all over New Zealand.
Breakdown of the large group sessions
Week 1. Understanding feelings
Overcoming anxiety and creating calm in the classroom
Recognise, identify and describe their feelings
Understanding the brain of anxiety and stress
Week 2. Developing empathy
I see you, You see me – affirming the feelings of others as well as my own
Understand the impact their words and actions have on others
Identifying the pressures that influence interactions
Week 3. Building resilience
Bouncing back – Standing strong
The effects of changing situations on relationships and responsibilities
Identify personal qualities that contribute to a sense of worth in school and home
Pilot Programme
The Wellbeing project was offered as a pilot programme to two Auckland primary Schools (Finlayson Park and Wakaaranga) during July and August 2020 before the second lockdown. Both schools thoroughly enjoyed the project and will be contacting their clusters schools recommending they reach out and invite the wellbeing project into their schools.
If you are interested in having the Lifewalk Wellbeing project at your school, you can contact us today, and book our team.
What students say
What did you find funny about the presentation today?
Chloe (year 2): “It was funny. When she picked up that giant ball and put it on her tummy.”
Izzabella (year 2): “I felt excited.”
(Mood cube) What stands out to you and why?
Tyler (year 2): “Emojis because they have the faces on it.”
Chloe: “This face is how you are when you’re sad because you’re crying when you’re sad.”
Ok what are we shouting?
Children: “Feelings aren’t facts!”
How do you think that’s going to be helpful?
Interviewee (year 6): “I guess, like, when you have a feeling and if you remember those, I guess it will make you feel better about it, like knowing that it’s not true. That it’s not forever and you can change.”