St Clare’s High Schooltareesc.catholic.edu.au/media/1197/st-clares-high-school-newsletter-7... ·...

St Clare’s High School Davis Street, Taree 2430

Telephone (02) 6552 3300

Fax (02) 6552 3656

NEWSLETTER 7/2016 11 MARCH 2016

Dear Parents and Friends of St Clare’s

Catholic Schools Week gives us the opportunity to reflect upon the great work Catholic Schools

and educators at Catholic Schools do as they prepare our young people to be happy, active and

useful citizens.

As part of Catholic Schools Week I have visited our Catholic Primary schools in Taree, Forster,

Wingham and Bulahdelah. I will visit St Joseph’s, Gloucester next week. The aim of the visits

is to continue the development of a collaborative approach to education between St Clare’s and

local Catholic Primary Schools staff and to

encourage students and parents to continue

their education at our Catholic Secondary

school.

It is a wonderful experience to sit with

students, parents and staff and hear them

talk with pride about their primary school

and the importance they place on

achieving a quality education. Many of

the young people with whom I have

spoken are looking forward to joining the

St Clare’s community in 2017.

Students playing chess at St Joseph’s, Bulahdelah

The annual St Clare’s Open Afternoon will be held on Monday, 21 March from 4 pm to 5:30 pm.

The Open Afternoon is designed to help people gain a clear understanding of the excellent

facilities and great learning and teaching that St Clare’s has to offer the local community.

Following a short presentation in the School Hall at 4 pm, students and parents will be able to

talk with staff and enjoy a student led guided tour of the school

The Open Day signals the start of the enrolment process for Year 7 2017 at St Clare’s. Enrolment

packages can be collected from your local Catholic School or from the St Clare’s office.

The Parents and Friends held their Annual General Meeting on Wednesday, 11 March. This

dedicated group works hard to represent the parent body in the decision making process at the

school and provides wise council on matters that concern our community.

I am delighted to announce that the office bearers for the Parents & Friends Association for 2016

are:

President: Jackie Burley

Vice President: Lawrence Lee

Secretary: Linda Page

Treasurer: Michelle Jones

Federation Rep of P & F: Lawrence Lee

ST CLARE’S HIGH SCHOOL

TAREE

ENROLMENTS FOR YEAR 7 2017

OPEN AFTERNOON AT OUR SCHOOL

MONDAY 21 MARCH 2016 4:00 pm – 5:30 pm

Presentation in the School Hall

at 4:00 pm followed by the opportunity to

visit our classrooms – talk with staff

Further details call the school office on

6552 3300

Continued research into a suitable sun smart hat to be worn as an alternative to the school cap

has thrown up a number of options. Following discussion amongst students, staff and the Parents

& Friends Association a preferred option has been identified. Thanks to Year 11 students,

Willow Mackay and Jacob Parker, for modelling the bucket hat. The hat is adjustable, won’t

show the dirt, can be carried in a pocket

very easily and will not be costly. At

present the plan would be to make the

wearing of either a school cap or school

bucket hat mandatory during PE and

Sport classes. I invite feedback on the

bucket hat to either myself or the P & F

whose next meeting is shown below.

Willow Mackay Jacob Parker

Last year you may have been lucky enough to see the African Children’s

Choir perform with our St Clare’s and St Joseph’s combined choirs.

This year we have been chosen as a tour stop for Ubuntu “The African

Children Choir Graduates”. They will be staying in Taree from the 26th to

the 29th of May and we are hoping to provide host families for them during

their stay.

One of the main criteria is that you are able to house a minimum of 2 billets. They are happy to

share a bedroom so you will need one spare bedroom

If you are interested in being a billet, please contact the office to register your interest. There

will be a meeting for interested families on the 31st of March at 6pm, otherwise please contact

Mel Hunt at St Joseph’s Taree on 65577031.

God Bless

Principal

PRAYERS: Please pray for those who are currently experiencing health difficulties and continue

to pray for community members experiencing challenges, pain, sickness and grief in their lives

at this time.

P & F – NEXT MEETING, WEDNESDAY, 11 MAY 2016

6 PM SCHOOL LIBRARY

CHAPLAINCY/PASTORAL CARE: A reminder to all that the school has a Chaplain. Please

feel free to contact our Chaplain, Deacon Vince Ryan, through the school office if he can be of

assistance to you or any member of our whole school community.

PRAYER POINT: 5th Sunday of Lent - 13 March John 11: 1-45 The raising of Lazarus

When Jesus calls his friend Lazarus (who has been dead for four days) out of his tomb it touches

a longing in my heart to hear Jesus call out to me.

Jesus loved Lazarus. He called him from his tomb: “Lazarus, here! Come out!” And out walks

Lazarus still wound up in his burial sheet: “Unbind him, let him go free.”

Let us pray that this Lent will unbind us and let us go free.

Have a good week

Denise Ryan, Ministry Coordinator

CATHOLIC SCHOOLS WEEK: On Tuesday the 8th of March, Deacon Vince transported four

of our Year 11 house leaders (Ruby Jones, Hannah Lewis, Willow Mackay and Sarah Ward)

to Newcastle to participate in the celebration of Catholic Schools Week for 2016. The celebration

consisted of a Mass celebrated by Bishop Bill and members of the diocesan clergy, staff and

student leaders from various Catholic primary and secondary schools. The theme of Catholic

Schools Week is: ‘I belong, You belong, We

belong’. Mass was then followed by a light

lunch and group activities with Bishop Bill

and members of the Catholic Schools Council,

where secondary school leaders were invited

to express their views on the positive values

and challenges of attending a Catholic school.

Overall, we really valued the day and were

grateful for the opportunity to represent the

school. Ruby Jones and Hannah Lewis,

Year 11

CONGRATULATIONS TO ELIJAH

DOHERTY: On Saturday night, 5 March,

and on Tuesday at the Catholic Schools Week

Mass, Elijah Doherty, Year 9, was awarded the

Bishop William Wright Award for students

who are involved in the life of their Parish

(Taree-Wingham). Congratulations! Elijah

has been an Altar Server for many years. He

enjoys being an active member of his parish

and finds being up on the altar a very peaceful hour in his busy week. He has enjoyed, over the

years, the chances he has had to spend time with the priests of the Parish, Fr George in particular.

St Clare’s is very proud of the witness Elijah gives to the school and the parish community and

is very glad the award has gone to a very worthy recipient. Well done, Elijah Doherty.

Denise Ryan, Ministry Coordinator

Ruby Jones, Sarah Ward, Elijah Doherty, Hannah Lewis

and Willow Mackay

Mass Times

Our Lady of the Rosary,

Taree 75 Albert St, Taree

Saturday Vigil: 6:00 pm

Sunday Mass: 9:30 am

Our Lady of Perpetual

Help, Wingham

8 Farquhar Street, Wingham

Sunday: 8:30am

St Bernadette’s, Krambach Bucketts Way, Krambach

Saturday: 6:30 pm

Sunday: 9 am

(Mass is celebrated on

alternate weekends – please

speak to Deacon Vince or

Mrs Denise Ryan at school

for information on which

weekend mass will be

celebrated)

Our Lady Star of the Sea,

Harrington Pilot St, Harrington


(1st, 3rd and 5th Saturdays in

each month)

Saturday Liturgy of the Word

and Communion: 6:00 pm

(2nd and 4th Saturdays of

each month)

St Therese's, Lansdowne Cundle Rd, Lansdowne


(2nd and 4th Saturdays of

each month)

Our Lady of Fatima, Old

Bar 20 Hall St, Old Bar, Sunday

Mass: 7:30 am

St Patrick's, Cundletown River St, Cundletown

Sunday Mass: 6:00 pm

Forster-Tuncurry Catholic

Parish

Holy Name of Jesus Parish

Church, Forster 33 Lake Street, Forster


St Mary, Star of the Sea

Church, Tuncurry 15 Peel Street, Tuncurry



CAREERS CORNER: The NSW regional universities (Charles Sturt, Southern Cross and New

England Universities) conducted a Roadshow at Chatham High School in February. All students

in Years 11 and 12 from St Clare’s attended. These universities have sent a list of important

dates for 2016 Year 12 students this week. Although this list is issued through these three

universities, the dates apply for all universities.

As shown on the timeline below, students may, in late May/early June, apply to sit the UMAT

(Undergraduate Medicine & Health Sciences Admission Test). UMAT is developed by the

Australian Council for Educational Research (ACER) on behalf of the UMAT Consortium

universities. The test is used specifically to assist with the selection of students into the medicine,

dentistry and health science degree programs at undergraduate level (i.e. students who have not

completed a university degree) at the universities listed on this website. Last week’s Careers

Corner article mentioned that ACER has recently developed a similar test for entry into the NSW

Police Force effective immediately.

UMAT scores can be used for admission to any of the UMAT Consortium universities ONLY in

the year following the test. For example, results from UMAT2016 can be used for undergraduate

medicine or health science courses beginning in 2017 but NOT 2018. Do not register for

UMAT2016 unless you are planning to apply for a course commencing in 2017 AND you meet

the eligibility criteria specified in the UMAT2016 Information Booklet.

The Careers Corner article may appear to focus on university entries but the reality is that most

St Clare’s Year 12 consider university courses as a possibility. From the Class of 2015, 62% of

students went directly to university with others planning to attend in the next year or two.

Information regarding entry into the workforce, TAFE or attendance at other tertiary providers

will be mentioned as this becomes available and relevant.

One non-uni possibility involves the ADF Gap Year…

Australian Defence Forces 2017 Gap Year applications are now open!

Students can now apply to experience their Gap Year in the Navy, Army or Air Force.

The ADF Gap Year program is an excellent way for students to experience military life and to

gain a greater understanding of what's involved. On completion, they can continue serving in the

Navy, Army or Air Force, or offer the skills and experience they've acquired to an alternative

career path.

In 2017, there are 11 roles to choose from ranging from admin to artillery, and flight crew to

logistics. Places are strictly limited and will only be open for a limited time.

Things to know:

Details of all the Gap Year roles are available at defencejobs.gov.au/gapyear

Employment commences early 2017

Applicants must have completed Year 12 and be aged between 18 and 24 as of 1 April 2017

(Navy), 31 May 2017 (Army), or 7 April 2017 (Air Force).

In one action-packed year they will:

Gain valuable skills and work experience,

Enjoy a good salary package plus free healthcare,

Live a varied, active and healthy lifestyle,

Make friends with like-minded people.

Year 10/11 students are reminded that requests for targeted work experience (for those

students planning to leave school during/at the end of this year) should be sent to the Career’s

Adviser, Ian Evans. Years 11/12 students are reminded that requests for work placement

associated with VET/TVET Courses, should be made through their teacher then forwarded to the

VET Coordinator, Karen McCann, and the relevant Year Coordinator – Karen McCann (Year

11) and Bronwen Wesley (Year 12). Ian Evans, Careers Adviser

MOBILE PHONES: A short message regarding Mobile phones and their use

at school. At a full school assembly on Tuesday this week I reminded all

students about the expectations regarding the use of mobile phones at school,

this included:

1. Phones should be switched off at all times while at school.

2. Students that need to go to sick bay will need to hand their phone into the

office staff. (new)

3. If a student needs to make a phone call or check their phone for important messages they can

see one of the Year Coordinators or myself and request permission.

4. Teachers may give students permission in class to use their phones for educational purposes,

especially in Years 8 and 9 who do not have computers.

5. Students found using a phone without permission will be asked to hand the phone into the

office, and collect the phone at the end of the day: 3:25 pm.

6. Students not following a teacher’s instruction regarding use will receive an automatic Medium

zone. Continual breaches will entail the student being required to submit the phone to the

office every morning and may lead to the school requesting the student not to bring their phone

to school at all.

We understand that students having access to a mobile phone is essential for a number of families,

especially in a regional centre, and we are fully aware that they can be very useful learning tools

when used correctly.

It is important that all families support the school in this matter of phone use, and request all

parents and guardians to contact the school if they need to pass a message on or speak to their

child. On the flip side if your child does contact you on their phone, ask them the question, ‘Do

you have permission to use your phone?’

Please be assured that if a child is sick/injured and needs to be picked up a staff member will

contact you. Mr Gibney, Assistant Principal

DISABILITY PROVISIONS FOR EXAMS: (Formerly known as “Special Provisions”)

I would like to advise that if your child has a learning difficulty or disability that may, in a

normal examination situation, prevent him/her from reading examination questions, and/or

communicating his/her responses you may make an application to the school for your child to

receive disability provisions for exams.

Some of the provision options may include:

reader

writer

extra time

coloured exam paper

larger font size

rest breaks

and/or separate supervision

All applications for disability provisions must be made annually and be supported by current

medical and/or academic assessment reports. To make an application for disability provisions

for your child, please contact the Learning Support Coordinator, Bernadette Boere, at school or

return the slip below, no later than Friday, 4 March 2016.

----------------------------------------------------------------------------------------------------------------

DISABILITY PROVISIONS

Please return to Mrs Boere, Learning Support Coordinator (Via Front Office)

by Friday, 4 March

I would like to make application for my child _____________________________ of PC___ to

receive Disability Provisions for exams in 2016.

Parent/Carer Signature: ________________________________ Date: _______________

Parent/Carer Name: _______________________________

Spirits were high when we all gathered at Taree Railway Station at 9:30 on Monday morning.

Three days to be spent on an excursion in Sydney: you can't complain about that! Our train was

right on time, maybe even a bit early, after some confusion about our seats; we began the long 6

hour trip to Sydney. It actually went by pretty fast, what with all the interesting conversations

circulating around the carriage and some fine tunes from us. Before I knew it we were pulling

into Central Station. From there we walked a short distance to the Youth Hostel, where we

stayed. It was quite a nice place.

Back row: Jordan Brown, Daniel Bell, Clayton Wisemantel, Mr McDougall, Johnathon Black and Nirian Boelling-McDougall

Front Row: Emily Fowle, Zachary Walton, Thomas Lee and Maddison Hayes

That evening we went to the Opera House for the annual Encore concert. Our seats were two

rows from the front so we could clearly see the performer’s faces and gestures. The showcase

was amazing; it was both incredible and fairly daunting to see some of the best HSC pieces in

the state. I think most people's favourite was the Big Baboon played by a girl on the tenor recorder

and the hilariously good performance of C’est Moi. Afterwards we took the scenic route back

and to the Youth Hostel from the Opera House.

Tuesday came around quickly, and soon Year 11 was off

to The Australian Institute of Music, where we met our first

escort and she took us to meet a guy called Scott, who

manned what appeared to be a huge PA system. He ran us

through the recording process a little and had a couple of

us add clapping sounds to a piece he had up at the time.

We then moved on to a practice room on a different floor

where we showed off some of our pieces for a couple of

instructors. They gave us feedback and told us where we

could improve, but overall they seemed quite impressed.

By then it was lunch time, and after we'd eaten we sat in

on a lecture on one of the higher floors.

That evening, after a wonderfully filling and inexpensive

dinner at Chinatown, where Johnno learned to use

chopsticks for the very first time, we hit the Jazz club.

I realised just how amazing a live concert sounds; the way

the double bass stirs the air and resonates through the body,

and the way the sound of the sax and trumpet fills the air. It was beyond incredible!

The concert finished around 11:30 pm, and at its conclusion, our weary little group of 11 headed

back to the hostel.

Our final day, Wednesday, saw us heading off to the NSW Conservatorium of Music.

The first building looked like a castle, adorned with towers and beige brickwork. Year 11

students attended a short aural lesson, while the Year 12 students attended a small performance

showcase of sorts. We then swapped.

Year 12 Music 1 Class at the Conservatorium

We spent a little bit of time at the Conservatorium library before preparing for our trip home. We

all grabbed our things at the hostel, headed to Central Station, and began the 6 hour trip back into

Taree. Maddison Hayes, Year 11 Music 1 Student

Thank you to Mr McDougall who was instrumental in organising the excursion. It was a

tremendous experience for all. The diversity of the music and the standard was invaluable for

the students. Whilst Year 11 went to AIM on Tuesday, the Year 12 class travelled to Our Lady

of Mercy College, Parramatta where we had a Stage 6 Day with students from OLMC, St Joseph’s

Regional College, Port Macquarie and St Paul’s, Kempsey. Here the students were able to

perform an HSC piece, attend a Viva Voce Session and an Aural Workshop.

Congratulations to all involved.

Year 11 Year 12

Nirian Boelling-McDougall Daniel Bell

Thomas Lee Jordan Brown

Maddison Hayes Emily Fowle

Zachary Walton Clayton Wisemantel

Johnathon Black

Viva La Musica,

Mrs C Brown

MATHS WORKSHOP - Mathematics Workshop provides the opportunity for every student to

obtain assistance and support in improving their understanding of

mathematics. Four mathematics teachers are available each week

to explain the concepts you are finding difficult or give assistance

to enable you to complete your homework, assignments or any

work that you may have missed due to absence from class.

WHEN IS IT ON? Wednesday lunchtime - every week.

Bring your lunch!

WHERE? Room 10

We hope to see you there!

Mrs Julie Rowsell- Mathematics Coordinator

LEAVE NOTES & STUDENT MESSAGES: It would be appreciated if parents/guardians

would send in a written note if their child needs to leave early for appointments etc. Notes

should be handed in at the front office in the morning before roll call. If parents/guardians need

to notify their child of a change of afternoon arrangements, it is necessary to phone the school

prior to 2:25 pm (End of Lunch – Monday, Tuesday, Wednesday & Friday) or prior to 1:55

pm (End of Lunch – Thursday Sport) as it is often difficult to locate students if their last lesson

is a PE Prac or there has been a room change.

Students cannot be collected from the school during school hours by anyone other than a parent

or guardian without written permission. Thank you.

LATE NOTES: Lateness to school is recorded as a partial absence and must be explained to the

school the same way as other forms of absence. Arriving Late for school requires a

handwritten note from a parent/carer or a phone call from a parent/carer or the absence is

recorded as an unexplained partial absence. Thank you.

SCHOOL CLINIC: Students are reminded that if they are unwell whilst at school they are to

advise their teacher who will then send them to the Front Office. If necessary, the office staff

will contact a parent while the student waits in the Clinic. Students are not to contact parents on

their mobile phones as this leaves teachers and office staff unaware of the situation and is also in

breach of the school policy – use of mobile phones. Thank you.

MONDAY 14/3 Alison Hockey-Lee

TUESDAY 15/3 Diep Atkins, Ros Hia

WEDNESDAY 16/3 Help Urgently Required

THURSDAY 17/3 Help Urgently Required

FRIDAY 18/3 Jane Murray

VACANCIES STILL EXIST

MORE VOLUNTEERS NEEDED – MONDAYS, WEDNESDAYS & THURSDAYS

IF YOU CAN ASSIST PLEASE CONTACT CHERYL KINGSFORD

AT ST CLARE’S: 6591 2104, HOME: 6552 1857 OR

VIA EMAIL: [email protected]

mailto:[email protected]

COMING EVENTS - 2016

Term 1

Week 8 Monday 14/3 ♦ HSC Mid-Course Exams commence

Tuesday 15/3 ♦ Dio Swimming Carnival

Week 9 Wednesday 23/3 ♦ Sleep Out

Friday 25/3 ♦ Good Friday

Week 10 Monday 28/3 ♦ Easter Monday

Week 11 Friday 8/4 ♦ Last Day of Term 1

Term 2

Week 1 Tuesday 26/4 ♦ First Day of Term 2

Wednesday 27/4 ♦ School Social

Friday 29/4 ♦ Year 7 Vaccination – 2nd dose

♦ CCC Swimming Carnival

Week 3 Tuesday 10/5 ♦ NAPLAN

Wednesday 11/5 ♦ P & F Meeting – 6 pm (St Clare’s High School)

Week 7 Wednesday 8/6 ♦ P & F Meeting – 6 pm (Holy Name Primary School, Forster)

Week 10 Thursday 30/6 ♦ NAIDOC Day Assembly

Friday 1/7 ♦ Last Day of Term 2

Term 3

Week 1 Monday 18/7 ♦ First Day of Term 3

Week 2 Monday 25/7 ♦ Students from Kobe Kaisei arrive

Week 3 Sunday 31/7 ♦ Year 9 Snowy Excursion Departs

Wednesday 3/8 ♦ P & F Meeting – 6 pm (St Joseph’s Primary School, Wingham)

Thursday 4/8 ♦ Kobe Kaisei students depart St Clare’s

Friday 5/8 ♦ Year 9 Snowy Excursion Returns

Week 6 Thursday 26/8 ♦ Year 7 Vaccination – 3rd dose

Week 7 Wednesday 31/8 ♦ P & F Meeting – 6 pm

Week 10 Friday 23/9 ♦ Last Day of Term 3

Term 4



Shining a light on mental illness - Xavier's speech Xavier Eales

St Ignatius College Riverview 2015 school captain Xavier Eales shared his experiences

battling depression at his school assembly in the hope of raising awareness among his

peers. This is his speech. Read the accompanying interview here.

Fr. Ross, Dr. Hine, my mother Tara, and my peers.

It has been a long time coming to the speech. After much negotiation and discussion with my

parents, counsellors, staff and close friends, I have committed to saying what I’m about to say,

and to face whatever consequences may come with it.

If you haven’t picked up on the hints, I’ve foreshadowed this in speeches past.

Sitting down to write this speech after such a long build-up was extraordinarily difficult, and it

took many attempts. Before I say anything substantive, however, I see it necessary to outline

my intention.

Dealing with mental health has always been a passion of mine. I view it as an often overlooked

part of society, and those with mental health illnesses are frequently shunned or made to feel

abnormal. Too often, when someone drops the slightest hint that they are feeling down, we as

men awkwardly tiptoe around the issue so as not to have to talk about our feelings. The

pressure we feel to appear stoic is immense, but hopefully through my words today, I can show

you that sharing feelings IS a sign of strength.

* * *

From the age of 13 up until December of last year, I had a diagnosable major depressive

disorder. I became filled with an overbearing feeling of emptiness for which I could draw no

cause. Thinking that there were people out there in far worse situations than I made me feel

guilty and worsened the depression. I lost enjoyment in things I previously loved to do -

singing, playing instruments, watching sport, going out with friends and so on.

Slowly, this emptiness began to eat away at my concentration, my appetite and my attitude

towards others. I became irritable and argumentative. Eventually, I convinced myself that

isolation in my bedroom for hours on end wasn’t as a result of my own choice, but rather as a

natural result of not being loved. Crying became a regular ritual before falling asleep, and my

bed-time extended to the 1-2am mark so that my parents wouldn’t notice my tears. Eventually,

these tears and the emptiness which they prolonged eroded feeling altogether, until I seemed

almost devoid of emotion. All the while, I still put on the same happy mask every day when

going to school. I was a different person at school to who I was at home, but I felt like my

school-self was an illusion. I never felt comfortable meeting up with friends outside of school,

because I knew that they would see through my mask into who I really was, and I was ashamed

of that person.

Going through some of my assignments between Years 7-9, a clear picture begins to form - I

was a boy crying out for help. If I may, I’ll read you out a paragraph from a personal recount I

wrote for English in my earlier years, hidden under the title of 'creative writing'. This was the

raw, unbridled emotion of a 15 year old desperate to escape a mind which oppressed him.

'You would rarely see me not on my computer checking my online self. Why? Am I just

another addicted teenager? No. It’s my only opportunity to try and craft my perfect self. It’s an

easier path to the self-fulfillment that I seek, and it’s the only place I can gain the courage to do

what others do. I constantly see girls my age posting stories of their troubles, and all of their

friends flock to their rescue. I can’t even do that. I don’t even have the courage to tell people

I’m somewhat sad. I know I have a problem, that’s obvious. I detest seeing advertising telling

teenagers to seek help or call hotlines. They honestly expect people like me to just produce the

courage needed to tell someone about my difficulties.'

By this point, it was becoming frustrating. I felt like no-one was hearing me, but I wasn’t

shouting loud enough. My English teacher asked me if I was OK after reading it, and all I could

answer was 'of course'.

Fast forward to Year 10, and the pressure and hopelessness of meeting the academic bar I’d set

for myself was overwhelming. Petty arguments with my family became drawn out in my mind,

leading myself to the genuine belief that I was unwanted. The unrelenting dullness of the world

began to eat away at me. After a particularly bad breakdown, I led myself to a park while I

contemplated exactly who I was and whether I even had a purpose.

The words that my father sent me that evening still hit deep:

'On another issue Xav, I must tell you how important it is that you stick to our agreement. That

being that you will call me when you are distressed. And now let's agree it is when you hit the

50% mark - don’t wait for it to reach 100%. You also know that if you can't get me then you

can get mum, or your uncle. I'm glad you called your friend today (that's what friends are for)

but I'm anxious that you didn't call me first. I am concerned about letting you leave the nest

without trusting that you will make that call. It is essential mate. Do you see that? I need your

100% promise on this one.

'Finally Xav, I want to say again how much I love you and of course your mum loves you. We

got through yesterday and we will all get through all of this together mate.'

The raw emotion in his writing reminds me that he, like all of my family, have been the

cornerstone of my support network throughout my life. It is only at times like this that you

realise the sheer love that a father has for his boy, or a mother for her child. Whilst I’m partly

saddened to think that a condition once had me put my own family in a place of fright, I’m

equally unsurprised that they instinctively wanted to accompany me on a journey of recovery.

Year 11 was my first year boarding, and having friends around me 24/7 really helped in

allowing me to vent and to never feel alone. Nonetheless, old habits started coming back to me.

Singing practice quickly became a dark place for me, and I spent many Wednesday nights

mouthing the lyrics and tearing up at the seeming futility of everything, since it was the only

place where everyone was looking forward and no-one would notice my face. Some nights I

would return to my room, stare at the wall in front of me and know that I would not get an

ounce of study done for the next 3 hours because it was just 'one of those nights'. Depression

came across me like a cold.

Year 12 brought my most difficult challenge. School captain speeches quickly turned into my

worst nightmare. Although many people would compliment me on my words, the barrage of

criticism was amplified in my mind making me incredibly nervous at each new attempt. Once

again, I masked this feeling with the confidence that I’d made a key part of my character at

school. Gossip from the staff room seeped through to me from a range of different sources, and

hearing the scathing ad hominem from some of my teachers hurt a lot. Over time, I learned that

this is a part of life, and that I should consider everything that’s said to me without letting it

affect me personally. Funnily enough, assembly speeches have since become my favourite part

of Year 12.

On one of the most difficult evenings of Year 12, I made the best decision that I’ve ever made. I

typed a panicked email to a College counsellor, saying that we needed to talk. Within a month,

we had studied effective coping mechanisms, and I had been directed to a psychiatrist who

prescribed me medication which I still take daily, and it has largely ridded of my depression.

Recounting this now, it leaves me wondering how different my teenage years would have been

had I typed up that email on day 1 of this trouble starting in year 7. I would have avoided a

whole world of desperation, and my speech today would sound very different.

The materialistic nature of my triggers strike me. Petty arguments, below-trend academic

results and assembly speech criticism are hardly concerning in the wider scheme of things. It

reminds me of one of the quotes which helped me in my recovery: 'Life is a tragedy when seen

in close-up, but a comedy in long-shot.' Looking back at this makes me realise that there’s more

to life than the amount of awards you get on speech day, or how much praise you get for a

speech. There’s a beauty simply in existing that we too often forget, and it’s humorous to think

that we ever cared about much more. I see a boy who had everything, but had nothing. I’m sure

there were people out there who envied what I had, but it meant nothing to me. I was jealous of

those who supposedly had nothing, but were happy on the inside. That is why I sincerely ask

you today not to compare yourself to me or anyone around you, and rather to consider yourself

in a vacuum, independent of society’s ideal construct of a successful person.

Needless to say, sharing my experience with you isn’t meant to make you feel sympathetic or to

scare you. I’m the same Xavier you’ve always known - many of my closest friends have known

this side of me for years. Rather, I’d like to shed light on how we as a community can minimise

this condition’s prevalence throughout our school.

Firstly, I want to make it a challenge for every person in this room to take the time to ask just

one person per day 'How are you going, really?' By that I mean, make sure that they answer

with something more substantive than just 'good'. If more people can show an interest in the

lives of those around them, then we all feel just a little bit more wanted. And plus, if someone is

not going well, you may just be privileged enough to be the one who they choose to confide in -

and you can help them to do something about it. When engaging in one of these conversations

just a few months ago, I found a friend who I now look up to for speaking up about what they

were feeling. It didn’t change how I felt about them. Instead, it enhanced our friendship, as I

felt like I was given a supporting role.

A conversation which BeyondBlue recommends having in these situations goes as follows:

1. Begin with 'You alright? You don’t seem yourself lately.' or 'No pressure, but is there

anything going on you want to talk about?'

2. Tell your friend what you’ve noticed about them. Maybe tell them 'You seem a bit flat.' or

'You seem pretty tired', and see what they make of those observations.

3. Ask 'what can I do to help?' Often someone who’s down will know best what can help them,

but if not, just being there for them to vent is good enough.

Seeing the counsellors or chaplains has also been a huge resource for my senior schooling and

something which I’d recommend to you all. Walking into these guys’ office shouldn’t be

something you’re ashamed of. I like to just walk straight on in there during a lunch time, but if

you’re nervous, feel free to pop in during class-time when no-one is around.

Mateship is something which we’re very lucky to have instilled in us at such a good school, and

its importance can’t be underestimated. The friendships I have with others are what have

brought me to this point of my schooling, and they will push me right through to the end of the

HSC. Bullying, however, is the enemy of mateship. Before you have a joke about someone

behind their back, consider what that person may be feeling and hiding from the public.

Consider the futility of bullying, and as such, don’t be afraid to say to someone “stop” if they’re

doing the wrong thing. The respect you will gain from your courage will long outlive the initial

embarrassment. By the time you’re an adult, the boys involved will be able to understand that

you were right all along.

To conclude, Steven Fry says, 'If you know someone who’s depressed, please resolve never to

ask them why. Depression isn’t a straightforward response to a bad situation; depression just is,

like the weather. Try to understand the blackness, lethargy, hopelessness, and loneliness they’re

going through. Be there for them when they come through the other side. It’s hard to be a friend

to someone who’s depressed, but it is one of the kindest, noblest, and best things you will ever

do.'

I think this is a message we can all live by, and if you can take anything away from my speech

today, I hope that it is this.

If you are troubled by any aspect of this report you can contact LIFELINE on 13 11 14 or go to

www.lifeline.org.au.

http://www.lifeline.org.au/

Statement by the Australian Catholic Bishops Conference on Asylum Seekers

Asylum seekers May 2014

The Australian Catholic Bishops have been involved in many ways with asylum seekers. Some

of us have detention centres close to home, and we have worked hard to ensure that asylum

seekers receive proper pastoral care and human assistance. We renew that commitment here.

The Bishops have also intervened with Government in an attempt to make policy more

respectful of human dignity and basic human rights, which today are being seriously violated.

We now make this urgent plea for a respect for the rights of asylum seekers, not only in

Government circles but in the Australian community more broadly. Federal decision-makers in

both major parties have made their decisions and implemented their policies because they think

they have the support of the majority of Australians. Therefore, we want to speak to the entire

Australian community.

The current policy has about it a cruelty that does no honour to our nation. How can this be

when Australians are so generous in so many situations where human beings are in strife?

Think of the way the Vietnamese boat people were welcomed in the 1970s and 80s. The

question becomes more pointed when we think of the politicians who are making and

implementing the decisions. They are not cruel people. Yet they have made decisions and are

implementing policies which are cruel. How can this be so?

Island dwellers like Australians often have an acute sense of the “other” or the “outsider” – and

that is how asylum seekers are being portrayed. They are the dangerous “other” or “outsider” to

be feared and resisted because they are supposedly violating our borders.

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Do racist attitudes underlie the current policy? Would the policy be the same if the asylum

seekers were fair-skinned Westerners rather than dark-skinned people, most of whom are of

“other” religious and cultural backgrounds? Is the current policy perhaps bringing to the surface

not only a xenophobia in us but also a latent racism? The White Australia policy was thought to

be dead and buried, but perhaps it has mutated and is still alive.

There may also be the selfishness of the rich. Not everyone in Australia is rich, but we are a

rich nation by any reckoning. The asylum seekers are often portrayed as economic refugees

coming to plunder our wealth. But the fact is that most of them are not being “pulled” to

Australia by a desire for wealth but are being “pushed” from their homeland and other lands

where there is no life worth living. No-one wants them.

The policy can win acceptance only if the asylum seekers are kept faceless and nameless. It

depends upon a process of de-humanisation. Such a policy would be widely rejected if the faces

and names were known. Bishops have seen the faces; we know the names; we have heard the

stories. That is why we say now, Enough of this institutionalised cruelty.

We join with the Catholic Bishops of Papua New Guinea who have voiced their strong

opposition to the use of Manus Island for detention. They have urged Australia “to find a more

humane solution to people seeking asylum”. We do not accept the need for off-shore

processing. But even if it continues, it surely does not require such harshness.

The Government and Opposition want to stop the boats and thwart the people-smugglers. But

does this require such cruelty? Could not the same goals be achieved by policies, which were

less harsh, even humane – policies which respected not only our international obligations but

also basic human rights? Can we not achieve a balance between the needs of people in

desperate trouble and the electoral pressures faced by politicians? We believe we can; indeed

we must.

The Australian Catholic Bishops call on parliamentarians of all parties to turn away from these

policies, which shame Australia and to take the path of a realistic compassion that deals with

both human need and electoral pressure. We call on the nation as a whole to say no to the dark

forces, which make these policies possible. The time has come to examine our conscience and

then to act differently.

Bishop of Darwin Eugene Hurley and Bishop of Broome Christopher Saunders are both

available for interview on behalf of the Australian Catholic Bishops.

Mercy, maths and the Crucifixion

Fr Jim McDermott SJ

In the teaching of the Catholic Church, God’s forgiveness of our sins is only possible

because of Christ’s death on the cross. But what does this really mean? Fr Jim

McDermott takes a deeper look.

The older I get, the more I feel like I might be becoming kind of a cranky Christian. It’s not just

that I find myself yelling at the neighbour kids to get off our lawn – excuse me, are they

planning to reseed those divots themselves?

No, it’s bigger than that. Beliefs and teachings that earlier in my life I accepted without

question now stick on my tongue. I can’t just swallow them because someone tells me.

Take for example the way we Christians can talk about the death of Jesus, the mathematical

ways we sometimes interpret our belief that ‘Jesus died for our sins.’ Jesus dies = We are saved.

In the calculus of the ancient world, that kind of an equation made sense. Gods were believed to

be appeased through violence. The stability of society was reestablished through sacrifice.

But we are not living in the ancient world (despite how American presidential candidates and

others sometimes behave). We know today that murder does not save. Indeed, as the recently

deceased philosopher René Girard wrote, Jesus’ cross was an indictment of that way of

thinking. It displayed the innocent victim, the brutality at the heart of such an equation.

I know, these questions seem kind of above our pay grade, don’t they? How could we possibly

claim to appreciate God’s sense of order or logic? Seriously: even the words theologians use to

try to understand the mind of God are hard to understand. And don’t even get me started on

explaining the Trinity. To paraphrase Butterfly McQueen in Gone with the Wind, ‘We don’t

know nothin’ ‘bout birthin’ them babies.’

But still, ‘Others’ death=Our salvation’ sounds an awful lot like human logic, doesn’t it? And

what kind of a God would be OK with human sacrifice anyway? Not one we would hope to

meet when we die, I suspect. Or even run into at the footy. (In fact I’m pretty sure I have met

that God at the footy. He seemed especially keen on the hot jam donuts.)

It just doesn’t add up. And honestly, I don’t know about you but I don’t want my nephews and

nieces growing up thinking God might work like this, might in fact require or be responsible for

anyone’s death. The story of our salvation is the story of God rescuing humanity from precisely

such notions and societies. Even in the Old Testament, where God is often portrayed as violent

and unpredictable, God at times comes to rescue Israel from Himself.

When it comes to the crucifixion, we need other ways of thinking. Jesus is not the answer to a

maths problem. He does not ‘solve for X.’

I’ve tussled and turned with this for some time (even before my ongoing descent into old man

veranda yelling). And the idea that has most helped me is that when it comes to the logic of

God, maybe we need to stop thinking in terms of ritual scapegoats and start thinking in terms of

love.

He’s just that into you

Jesus is a man, God become flesh, who came among us because he saw how much we were in

need, how hungry and confused and sad we were, and wanted to be the light that would shine in

our darkness, illuminate the Lord who loves us, and help us on our way.

And his death really came from that commitment. It was just as true then as it is today: If you

really want to scare people, tell them that you love them. His commitment threatened both

individuals great and small, and the overall religious and political systems, which marginalised

some to ‘protect’ the faith or state. And so of course some wanted him dead.

Jesus could have run away or stopped preaching. But that would have meant walking away

from the people, those who knew they were hungry for hope and kindness and looked to him

for help, and also those who were just as hungry and didn’t know it, whose pain was pushed

back behind their rage and grief and condemnation.

Walking away: that’s not who God is. So Jesus kept on going, knowing it probably would not

end well for him. And boy was that an understatement.

Faithfulness – for me, that’s the key that unlocks the story of our salvation. The life and death

and resurrection of Jesus is a story of God demonstrating, not some sort of weird ancient

murder logic, but a dogged unrelenting faithfulness to us. Jesus was so faithful to us that he not

only came down to earth to be with us, he refused to run away when threatened. And when he

died, God the Father raised him up, demonstrating in one final and miraculous way just how

committed to us he is.

It’s a package deal, Jesus’ life, crucifixion and resurrection. Together they express one truth,

that God does not give up on us, ever. That he will be faithful to us to the very end – and even

after that.

They call it Good News for a very good reason. And I guess Good Friday, too.

- See more at: http://mediablog.catholic.org.au/statement-by-the-australian-catholic-bishops-

conference-on-asylum-seekers/#sthash.1czvgohw.dpuf

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