Counselling Practice & Philosophy
My guidance counselling practice is grounded in my M.Ed. in Guidance & Counselling, counselling practicum, and experience supporting students through 1:1 counselling, pastoral care, and targeted interventions. Drawing on Bronfenbrenner’s Ecological Systems Theory and an empathetic, needs-based approach, I seek to understand the relationships, environments, and triggers underlying student behaviour.
I am beginning to develop subject-matter expertise in digital pathways and adolescent mental health issues, particularly those related to the rise of online radicalisation and misogyny, and the school-based interventions that may intercept these pathways. While niche, my research is grounded in deepening my understanding of how students conceptualise their school-based experiences and in developing universal, evidence-based practices in supporting vulnerable and at-risk students.
I have developed a practical Career Readiness Program (CDP) tailored to the unique needs of international schools and co-authored an evidence-based behaviour management flow chart during my tenure at Dar Essalam American School. The following documents demonstrate my work in addressing these contemporary challenges and contributing to policy discussions on student safety.
Pastoral Systems Development
Positive Behaviour for Learning
My approach to classroom management is grounded in the principles of Positive Behaviour for Learning (PBL). By focusing on positive reinforcement, consistent routines, and respectful dialogue, I aim to build strong rapport with students while maintaining firm and high expectations for behaviour and learning outcomes. In recognition of this commitment, I was selected as Positive Behaviour for Learning (PBL) team lead at Millmerran P-10 State School. In this role, I coordinated a team of staff members to analyse behaviour data, identify emerging trends, and develop school-wide strategies that support both students and teachers.
This is what one of my students has to say about my commitment to positive behaviour practices:
“Hi Mr. Lodi,
I hope you are doing well. I just wanted to inform you on how impactful your class has been this past year… You have had massive impacts on the lives of all of your students, by caring for their academics as well as their overall well-being. The way you ask us whether we are okay or not when we seem even the slightest bit off, the way you maintain a calm composure even in the most difficult of situations, and the way in which you are constantly looking out for us has influenced us all. I am so grateful to have been lucky enough to have you as my English and advisory teacher this past year. I appreciate everything you have done for me, whether it be with a social issue or when I have been in need of help with assignments. My writing has improved so much and I have you to thank for that. Having you as a teacher has been an amazing experience.”
