Mulgrave’s approach to further enhancing student wellbeing is based on the work of Martin Seligman and the theories of Positive Psychology. We have adapted Seligman’s PERMA model and created the Mulgrave IPERMAH framework (expanded below) to develop a multipronged approach to address student wellbeing.
The dimensions of IPERMAH are learned and supported through:
- the formal IB curriculum
- our pastoral care and support systems
- curriculum enrichment opportunities
- our school's ethos and values
IPERMAH includes the following dimensions of social and emotional development and wellbeing:
- Having comfort with my emerging identity, including:
- Understanding my own identity, the privilege I have, and the challenges I face
Understanding the identity of others, the privileges they have, and the struggles they face
- Having the Intercultural skills to connect with others
- Having a clear sense of purpose, meaning and value in what I am doing
- Having positive relationships
- Managing my emotions and maintaining positive emotions
- Feeling and being positively engaged
- Being positive about my accomplishments
- Maintaining my physical health and wellness
These components of social and emotional learning and wellness form a significant part of the IB Approaches to Learning Skills and underpin the development of many IB Learner Profile Characteristics.
Mulgrave has three full-time Registered Clinical Counsellors who provide both intervention and prevention services to students and support faculty with their classroom practice. The focus of personal counselling is to enhance the wellbeing of students and to empower positive change.
Counsellors work closely with faculty and staff from Preschool through Grade 12.