Assignment 2 – Lucinda Goring

EDFD221
Due: Friday 29th April 2016

Assessment Task 2 (Individual)

Agency: The Butterfly Foundation

Transcript of speech:

Good Morning girls and welcome to senior school assembly, my name is Lucinda Goring and I
feel so privileged to be standing up here addressing you for the first time as school caption for
the year 2016. There are many goals that I have set myself for the year, and it is my intention
to discuss my very first one with you all today. It is a goal that I believe will take a long time to
finally reach, but I believe that by standing up here before you all this morning, I can take the
first steps forward.

My first official role as school captain was to attend a leadership conference in Sydney over the
school holidays. It was there I met other like-minded young women who were also leaders in
Commented [LG1]: Attended seminar and listened to
their field. It was at this conference that I was fortunate enough to listen to Ms Christine Christine talk about the Butterfly Foundation
Morgan who is the Chief Executive Office of The Butterfly Foundation. She delivered a
presentation that gave me shivers and hit something at the pit of my tummy. I knew as soon

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Assignment 2 – Lucinda Goring
EDFD221
Due: Friday 29th April 2016

she opened her mouth that I was going to pocket all her information and bring it home to
share with you all.

The Butterfly Foundation gives a voice to everyone being affected by eating disorders and
negative body image. Not only does it support the individual currently experiencing these
difficulties, but it also offers assistance to their family and friends. In order to help these
people, The Butterfly Foundation aims to advocate for improved services from both
government and independent sources. They also believe that it is essential to speak up and talk
about eating disorders and body image in the public forum, which is why they make no excuse
in publically addressing these issues. Too many people shy away from a helping hand due to
embarrassment and lack of support around them, The Butterfly Foundation follows its vision
and mission in bringing about change to the culture of these illnesses. Ms Christine Morgan
highlighted the aims and objections of the organisation, and two of them shone brightly for
me. The first one being: Butterfly aims to live in a world that celebrates health, well-being and
diversity, and the second one, Butterfly is dedicated to bring about change to the policy and
practise in the prevention, treatment and support to those affected by eating disorders and
negative body image.

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Assignment 2 – Lucinda Goring
EDFD221
Due: Friday 29th April 2016

The Federal Disability Discrimination Act provides protection for everyone in Australia. It works
to protect anyone receiving discrimination based on disability. Butterfly works very close with
the governing laws and ruling bodies to ensure individuals are not being unruly discriminated
on by their illness. The organisation sees first hand people who are struggling personally, which
in turn affects their professional life. Christine mentioned that any form of discriminations that
is made known to Butterfly is reported as soon as possible.

Christine drew us all towards the statistics that reflected why her organisation is so important.
For the sixth year in a row the Mission Australia National Youth Survey has identified strong
evidence that negative body image and eating disorders is a serious public issue for young
Australians. It is an issue that can only be fixed when the mental and physical health, youth and
social services portfolios work together from a national leadership position. Butterfly moves
away from raising money to provide for it’s services, instead taking the path of encouraging our
political leaders to recognise how big this issue is in our communities.

There was a time in the presentation when Christine stated that the percentage of young
people experiencing negative body image and eating disorders was much higher in those who
were of Aboriginal and Torres Strait Islander decent. The organisation advocates very strongly

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Assignment 2 – Lucinda Goring
EDFD221
Due: Friday 29th April 2016

that they do not discriminate their services based on individual’s culture and backgrounds. The
programs run by Butterfly take place in all schools, ranging from high socio-economic right
through to low socio-economic schools. The funding provided by the government ensures
everyone is entitled to its services, no matter the colour of your skin or life at home. The need
to help those who need it most is in the organisations list of priority, however anyone who
needs help will receive it.

There are many ways in which The Butterfly Foundation has been able to introduce their
practises into classrooms around Australia. Their initiatives and activities range from year 3
through to year 12, interestingly this was something that shocked me. I couldn’t believe that
there was a demand for these activities in children aged 9-10, it worries me that this issue of
body image is coming into play at such a young age. One idea implemented into schools is the
cool down corner, this is where a child can go who is having a bad day and just relax. It helps
remove the negative thoughts in their head and allows them to escape for a few moments, the
cool down corner can have books, comfortable cushions or simply someone to talk to. The
Butterfly Foundation has created insightful and engaging posters that are used all around
classrooms, they highlight that there is no shame in asking for help and provides tips and tricks
to help rid us of those nasty thoughts. There are sessions that are conducted to address

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Assignment 2 – Lucinda Goring
EDFD221
Due: Friday 29th April 2016

handling emotions and ways in which we can deal with our behaviour. Christine mentioned
that young people, especially girls, are finding ways to intentionally hurt themselves to remove
the pain they are feeling inside. Harming oneself has become a big issue that Butterfly talks
about and provides assistance with, there are many sessions and workshops that this
organisation provides. They range from the ‘Emerging program’, ‘Unfolding program’ and
‘Story well’, with all three offering different services depending on your level of required care.
Butterfly believes that confidence and respect is crucial, they always take into consideration
how difficult these programs can be and draw on your personal strength to continue along
your path of improved health. There is something that Butterfly does exceptionally well with,
and that is providing assistance to families and friends. I am sure we can put two and two
together and acknowledge how hard it must be for the people around an individual who is
struggling with an eating disorder or negative body image. Family and friends are the ones who
witness these people at their worst, they would ride the up and down rollercoaster right beside
them. That is why I believe it is so crucial that support is offered to the individual’s support
system, their heads would be in a cloud and receiving advice, tips and tricks would be very
helpful. Having an online web forum and chat line to contact 8am-9pm Monday to Friday,
provides a level of comfort that someone is always there for the family to contact.

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Assignment 2 – Lucinda Goring
EDFD221
Due: Friday 29th April 2016

We can look at Bronfenbrenner’s social ecology model as a useful way of considering the
effects our context has on our development and subsequently our learning. There are many
different factors that can affect child development and this model demonstrates that.
Bronfenbrenner states that each level works together to impact an individual, and the degree
of relation can severely impact learning. To summarise, our development is affected by
everything in our surrounding environment. We can work this into what I am addressing today
and understand that all factors of our life affect one another, if we are having trouble at home
that can then affect something else. Or if our communication between home and school is
failing there are going to be some challenges. Another theory we can look at is Maslow’s one of
hierarchy, in which we can understand human motivation and personal development. The five-
stage model includes biological and physiological needs, safety needs, self-actualisation and
belongingness and love needs. We know instantly that listening to that list, there are several
that relate to eating disorders and negative body image. In order to have motivation to achieve
a goal (to get better) we must have our safety needs met, something that is not achieved in
those people seeking help from Butterfly. Esteem needs are not met as well, positive self-
esteem, independence and confidence is also lacking when working with Butterfly.

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Assignment 2 – Lucinda Goring
EDFD221
Due: Friday 29th April 2016

As I conclude my speech this morning, I hope that something I have said something that has
resonated with each and every single one of you. The world around us is so influential and
powerful, what we see and listen to can affect how we think and feel. My intention is that our
world, the world that we are all apart of from Monday-Friday 8:30am-3:30pm, will live by The
Butterfly Foundation’s vision and mission. That we will live in a world that celebrates health,
well being and diversity.

Bibliography:

About us. (n.d.). Retrieved April 20, 2016, from http://thebutterflyfoundation.org.au/about-us/

Australian Human Rights Commission. (n.d.). Retrieved April 28, 2016, from https://www.humanrights.gov.au/dda-guide-whats-it-all-about

Bronfenbrenner, U. (1972). Influences on human development. Hinsdale, IL: Dryden Press.

Intensive Family and Adolescent Eating Disorder Day Program. (n.d.). Retrieved April 28, 2016, from
http://thebutterflyfoundation.org.au/intensive-family-and-adolescent-eating-disorder-day-program/

Information and Resources. (n.d.). Retrieved April 20, 2016, from http://thebutterflyfoundation.org.au/facts-sheets/

Maslow, A. H. (1970). Motivation and personality. New York: Harper & Row.

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EDFD221
Due: Friday 29th April 2016

Moore, L. V. (2013). Supporting Healthful Eating Through Retail Environmental Change: Communities Putting Prevention to Work. Preventing
Chronic Disease Prev. Chronic Dis., 10.

National ED HOPE Line. (n.d.). Retrieved April 23, 2016, from http://thebutterflyfoundation.org.au/national-edhope-line/

Pinkasavage, E., Arigo, D., & Schumacher, L. M. (2015). Social comparison, negative body image, and disordered eating behavior: The
moderating role of coping style. Eating Behaviors, 16, 72-77

Services and support organisations. (n.d.). Retrieved April 28, 2016, from http://www.nedc.com.au/service/166/the-butterfly-
foundation?page=120

Support Groups. (n.d.). Retrieved April 24, 2016, from http://thebutterflyfoundation.org.au/support-groups/

Support Programs. (n.d.). Retrieved April 24, 2016, from http://thebutterflyfoundation.org.au/support-programs/

Vision & Mission. (n.d.). Retrieved April 24, 2016, from http://thebutterflyfoundation.org.au/vision-mission/

Web Counselling. (n.d.). Retrieved April 28, 2016, from http://thebutterflyfoundation.org.au/web-counselling/

Workshops for Young People in Schools. (n.d.). Retrieved April 22, 2016, from http://thebutterflyfoundation.org.au/for-young-people/

CRITERIA HIGH DISTINCTION DISTINCTION CREDIT PASS FAIL

LO1. Understand and apply principles of teaching for social justice and relevant inclusion policy to schools, classroom practice and community
Description of how the The overview provides a The overview provides a The overview provides an The overview provides a The overview provides
agency seeks to address comprehensive description very detailed description of adequate description of basic description of how the minimal description of how
issues of social justice if at of how the agency seeks to how the agency seeks to how the agency seeks to agency seeks to address the agency seeks to address
all address issues of social address issues of social address issues of social issues of social justice if at issues of social justice if at
justice if at all justice if at all justice if at all all all
LO4. Identify and demonstrate an awareness towards the particular needs of students with higher support and additional learning needs and relevant whole school/classroom

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Assignment 2 – Lucinda Goring
EDFD221
Due: Friday 29th April 2016

practices to enhance protective factors minimizing risk

LO8. Design and implement effective strategies to diversify the curriculum in an inclusive setting and identify networks which support teachers in dealing with effective inclusion
The services provided by the Description of the services
agency provided demonstrates a
comprehensive awareness
of the particular needs of
higher support needs
students and the networks
available to support
teachers
Referral procedures to Description of the referral
agencies procedures to agency is
clear and comprehensive
Description of the services
provided demonstrates a
detailed awareness of the
particular needs of higher
support needs students and support needs students and support needs students and support needs students and
the networks available to
support teachers
Description of the referral
procedures to agency is
detailed
Description of the services
provided demonstrates an
adequate awareness of the
particular needs of higher
the networks available to
support teachers
Description of the referral
procedures to agency is
adequate
Description of the services
provided demonstrates a
basic awareness of the
particular needs of higher
the networks available to
support teachers
Description of the referral
procedures to agency is
basic
Description of the services
provided demonstrates a
limited awareness of the
particular needs of higher
the networks available to
support teachers
Description of the referral
procedures to agency is
limited

Responses/strategies/treat
ments provided by the
agency to address issues
particularly for students
from culturally and
linguistically diverse
backgrounds
The overview provides
comprehensive information
about responses/ strategies
and treatment provided by
the agency
The overview provides
detailed information about
responses/ strategies and
treatment provided by the
agency
The overview provides
adequate information about
responses/ strategies and
treatment provided by the
agency
The overview provides basic
information about
responses/ strategies and
treatment provided by the
agency
The overview provides
limited information about
responses/ strategies and
treatment provided by the
agency

Identification of implications
for educators including
ideas for accommodations
and adjustments to support
students
The identification of
implications for educators
including ideas for
accommodations and
adjustments to support
students demonstrate a
comprehensive
understanding of how to
design and implement
effective strategies to
diversify the curriculum in
The identification of
implications for educators
including ideas for
accommodations and
adjustments to support
students demonstrate a
detailed understanding of
how to design and
implement effective
strategies to diversify the
curriculum in an inclusive
The identification of
implications for educators
including ideas for
accommodations and
adjustments to support
students demonstrate an
adequate understanding of
how to design and
implement effective
strategies to diversify the
curriculum in an inclusive
The identification of
implications for educators
including ideas for
accommodations and
adjustments to support
students demonstrate a
basic understanding of how
to design and implement
effective strategies to
diversify the curriculum in
an inclusive setting
The identification of
implications for educators
including ideas for
accommodations and
adjustments to support
students demonstrate a
limited understanding of
how to design and
implement effective
strategies to diversify the
curriculum in an inclusive

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Assignment 2 – Lucinda Goring
EDFD221
Due: Friday 29th April 2016
LO6. Apply the relevant legislation, systems policies and utilize external agencies within a context of prevention for child protection and duty of care
LO7. Critically examine the current policies and principles on inclusion, disability and education of gifted students
Description of the agency
How legislation is reflected
in the agency policy
Demonstration of an
understanding of the
theories underpinning the
issues the agencies deal
with.
References
an inclusive setting
The overview provides a
comprehensive description
of the agency
The overview provides a
comprehensive description
of how legislation is
reflected in the agency
policy
The overview provides a
comprehensive
demonstration of an
understanding of the
theories underpinning the
issues the agency deals with
The assessment task cites 15 The assessment task cites 9- The assessment task cites 6- The assessment task cites at
or more references with at
least 1 from each topic.
setting setting setting
The overview provides a The overview provides an The overview provides a The overview provides a
detailed description of the adequate description of the basic description of the limited description of the
agency agency agency agency
The overview provides a The overview provides an The overview provides a The overview provides a
detailed description of how adequate description of basic description of how limited description of how
legislation is reflected in the how legislation is reflected legislation is reflected in the legislation is reflected in the
agency policy in the agency policy agency policy agency policy
The overview provides a The overview provides an The overview provides a The overview provides a
very detailed demonstration adequate demonstration of basic demonstration of an limited demonstration of an
of an understanding of the an understanding of the understanding of the understanding of the
theories underpinning the theories underpinning the theories underpinning the theories underpinning the
issues the agency deals with issues the agency deals with issues the agencies deals issues the agency deals with
with
The assessment task cites
14 references with at least 1 8 references with at least 1 least 1 different reference fewer than 1 different
from each topic. from each topic. from each topic (6 reference from each topic.
references).
10