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Friends For Life
A resilience building and well-bring programme for students
National Behaviour Support Service (March 2014)
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Overview
Introduction
NBSS Model of Support
Friends For Life
NBSS Research
Examples from Irish Schools
Programme Implementation
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NBSS Mission Statement ‘Promoting and Supporting Behaviour for Learning’
The NBSS Mission is to promote and support positive behaviour for learning through the provision of a systematic continuum of support to school communities grounded in evidence based practice.
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NBSS Guiding Principles‘Schools can make a difference in young people’s lives’
Behaviour is intrinsically linked to
teaching and learning
Inclusion as a core educational value.
Good practice in schools is acknowledged and disseminated
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Positive Behaviour Support Programmes
Framework for Intervention (FFI) – Birmingham, Scotland, Norway
Restorative Approach – Australia, New Zealand, United Kingdom, North America, Sligo and Donegal
Solution Oriented School Programme (SOS) – Scotland, Jersey, United Kingdom attendance and behaviour strategy
School Wide Positive Behaviour Support (PBS) – North America, Canada, AustraliaSocial and Emotional Learning (SEL) – North America, Europe, Asia
Social and Emotional Aspects of Learning (SEAL) – DCSF, England
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Academic Systems Behavioural Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Schimmer & Sugai, Nov. 2003
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Student Behaviour Plan Learning Behaviour
Checklists
Student Profile
My Work at School
Student Behaviour Plan
Recommendations
Weekly Review of Targets
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Positive Behaviour In-school Curricular Framework:
Behaviour for Learning Skills
Academic Literacy, Learning and Study Skills
Social and Emotional Literacy Skills
Positive Health and Wellbeing Skills
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Relevant Legislation
Child Protection Guidelines and Procedures for Post-Primary Schools, 2011
Anti-Bullying Procedures for Primary and Post-Primary Schools (2013)
Well-Being in Post Primary Schools
NEWB: Education Welfare Act (2000)
Developing a Code of Behaviour, Guidelines for Schools
The Equal Status Acts, 2000 to 2004
Education Act, 1998
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Well-Being in Post-Primary Schools (2013)
School can provide a rewarding external support system that will be a powerful force in minimising risks and protecting against the development of mental health difficulties. Building resilience in young people is a powerful protective factor. (P.18)
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ANTI-BULLYING PROCEDURES FOR
PRIMARY AND POST-PRIMARY SCHOOLS (2013)
A positive school-wide attitude and involvement can assist considerably in countering bullying behaviour in schools. (P.25)
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International Research
The World Health Organisation has cited ‘Friends for Life 'as the only evidence-based programme effective at all levels of intervention for anxiety in children.
(WHO, 2004)
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The ‘FRIENDS’ Programmes
The ‘FRIENDS’ programmes were developed for children aged 4 years right through to adults. Each programme is similar in theoretical principles. However, each programme is age appropriate and has additional techniques for each stage of development.
Fun Friends (4 to 7 years)
Friends for Life (8 to 11 years)
My Friends Youth (12 to 16 years)
Resilience for Life (16+)
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Friends Programmes
All 4 programmes develop social-emotional competence by teaching thinking, emotional, behavioural and social skills.
Are based on Cognitive Behavioural Therapy.
Have been developed by Child Psychologist Prof. Paula Barrett
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Why ‘FRIENDS’?
The ‘FRIENDS’ programmes were created to:
•Develop life skills to cope with challenging situations
•Build life-long emotional resilience
•Build life-supporting social networks and positive role models
•Promote self-confidence and empathy
•Reduce bullying and teach constructive peer relationship skills
•Develop social skills
•Improve academic performance
•Empower students, parents and teachers
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Anxiety
Anxiety is the most common psychological disorder in school-aged children and adolescents.
Prevalence rates in Ireland estimate that 18.7% of children suffer from some form of mental health issue or psychological disorder, including anxiety severe enough to cause impairment.
(Barnardos Report: Tomorrow’s Child,
2008)
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Anxiety
Anxiety is normal
It is the basis of survival and it prepares our bodies to cope with danger.
In moderate amounts it helps
Improve performance
(Dr Alish Rodgers : 2012)
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Managing Anxiety
Even when students are predisposed to anxiety, they can learn to manage it more effectively
(Dr Alish Rodgers 2012)
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FeelingsRemember to Relax (have quiet time)I can do it! I can try my best!Explore Solutions and Coping Step Plans Now Reward Yourself! You’ve done your best!Don’t forget to Practice!Smile! Stay calm!
The ‘FRIENDS’ Acronym
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Resilience
Oxford Dictionary
Ability to overcome adversity; achieving positive outcomes regardless of life events or circumstances
It is important to:
Normalise emotions
Recognise that emotions vary across cultures and age groups
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The Theory Behind the Friends Programme
Cognitive Behavioural Therapy (CBT)
Behaviour Theory
Our response to an event is based on our environment or the experience itself
CBT Theorists
We respond to ‘cognitive representations’: ie we respond to how we think about an event rather than to the environment or to the event itself
“We develop a characteristic way of making sense of events and responding to events based on our cognitive structures”
(Kendal)
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The ‘Friends for Life’ Research Project
Building resilience
Assisting students cope with anxiety
Supporting the emotional and well-being needs of students in NBSS partner schools.
(NBSS Research: 2012)
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Research Project
14 Post-primary schools
Geographical spread
Single sex and co-ed student populations
First year cohort
2 Schools: universal approach
12 Schools: Small group approach
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‘Friends For Life’ Training
42 Teachers from the 14 schools trained:
(Guidance Counsellors, SPHE, BSC/BFLT teachers)
Day 1: CBT Overview
Day 2: Accredited Facilitator Training Day
Day 3: Programme Day
(outlining the national project and core sections of the programme)
Training delivered by NEPS/NBSS (an accredited trainer in the Friends programme).
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Screening Tools
Spence Children's Anxiety Scale
( SCAS: Spence 1997)
Spence Children’s Anxiety Scale for Parents (SCAS-P: Spence 1997)
SDQ Strengths and Difficulties Questionnaires for students their parents and teachers
(SDQ, Goodman 2001)• Administered by Dr. Alish
Rodgers
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Programme Outline
Session 1: Introduction to “Friends for Life”
Session 2: Understanding our own and other people’s feelings
Session 3: Listening to our body clues, relaxation exercises
Session 4: Understanding self-talk: helpful (green) thoughts and unhelpful (red) thoughts
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Continued
Session 5: Challenging unhelpful (red) thoughts, coping step plans
Session 6: Role models and support teams, 6 stage problem solving plan
Session 7: Rewarding ourselves
Session 8: Practising the skills learnt in friends for life
Session 9: Using the friends for life plan to help ourselves and others
Session10: Review and party
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Works best when___Each student has a workbook
Implemented weekly
Facilitators model the skills taught in the programme
Flexible, fun and creative
Parents involved in homework activities
Encourage practice of skills
Whole school support
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Research into the ‘FRIENDS’ Programmes in
Ireland
Primary School Research – Crosbie et al (2010)
Second Level School Research – Rodgers (2010)
Second Level School Research – NBSS, NEPS, SPHE (2012)
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NBSS/NEPS/SPHE
National Research Project 2011/2012
• 14 schools nationally (2 schools - universal format; 12 schools - small group format)
• A significant anxiety reduction was found following the ‘FRIENDS for Life’ programme (as measured by both students and parents)
• A significant anxiety reduction was found with both universal groups (p=.01) and small groups (p<.000)
• In addition, students reported a significant reduction in their overall stress, emotional stress, peer difficulties, behaviour difficulties and attention deficit hyperactivity difficulties following the completion of the ten session programme
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Anxiety Results: Student
Questionnaire
45
46
47
48
49
50
51
52
53
54
55
TotalAnxietyp<.000
Panic p<.000
SeparationAnxietyp<.000
Fears ofPhysical
Injuryp<.000
Social Fears p<.000
O bsess.Compulsive
p<.001
GeneralisedAnxiety
p<.01
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Student Voice
What activities did you like best in the ‘FRIENDS for Life’
programme?
Relaxation‘Relaxation’‘Breathing’
‘Pizza Back Massage’‘Drawing how to relax’
Coping Step Plans ‘Coping step plan’
‘Step and cope plan’‘Overcoming our fears’
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Student Voice….
“We got to know others in the class,
we said things we wouldn’t normally say,
I loved the relaxing exercises
I even went home and showed my gran how to relax!”
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Student VoiceHow did the
‘FRIENDS for Life’ programme help you?
Family ‘It makes you closer to your family, they help you cope
with things better’‘It helped me because I can do it at home with my mam and
my family’
Red/Green Thoughts ‘I put green thoughts in my
head to make me feel better’‘I now know that I am in
charge of my feelings’
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Teacher Voice
“The children love to talk about their happy thought for the week. One of the students had a lovely story about how doing her “Friends” homework helped to bring herself, her mother, her step-father and step-brother together.”
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Teacher Voice • “Boys got opportunity to learn language – emotional literacy.
Raise issues. Articulate their experiences e.g. pressure of going out with girls. Pressure of school. Gave me huge insight into world of 12/13 years. How streetwise but innocent.”
• “Students seemed more confident as the programme ran. More at ease in each other and teachers’ company. Students’ physical demeanour changed – better eye contact with teachers, initiated conversations…One student would physically shake when you spoke to her, now seemed less stressed – smiled more.”
• Of the 27 teachers who completed the “Teachers’ Review of Programme” document… all stated that they would recommend the programme.
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Practicalities
Ten sessions
Double class if possible
Trained facilitator
Positive environment
Parental involvement
Consent
Booster session
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