Friends For Life A resilience building and wellbring

Friends For Life A resilience building and well-bring programme for students National Behaviour Support Service (March 2014)

Overview Introduction NBSS Model of Support Friends For Life NBSS Research Examples from Irish Schools Programme Implementation

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.

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

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, Australia. Social and Emotional Learning (SEL) – North America, Europe, Asia Social and Emotional Aspects of Learning (SEAL) – DCSF, England

Designing School-Wide Systems for Student Success Behavioural Systems Academic Systems Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity 1 -5% 5 -10% Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Universal Interventions • All students • Preventive, proactive 80 -90% 1 -5% Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5 -10% 80 -90% Universal Interventions • All settings, all students • Preventive, proactive Schimmer & Sugai, Nov. 2003

Student Behaviour Plan Learning Behaviour Checklists Student Profile My Work at School Student Behaviour Plan Recommendations Weekly Review of Targets

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

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

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)

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)

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)

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+)

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

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

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)

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)

Managing Anxiety Even when students are predisposed to anxiety, they can learn to manage it more effectively (Dr Alish Rodgers 2012)

The ‘FRIENDS’ Acronym Feelings Remember 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!

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

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)

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)

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

‘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 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).

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

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

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 Session 10: Review and party

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

Research into the ‘FRIENDS’ Programmes in Ireland v. Primary School Research – Crosbie et al (2010) v. Second Level School Research – Rodgers (2010) v. Second Level School Research – NBSS, NEPS, SPHE (2012)

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

Anxiety Results: Student Questionnaire

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’ Family Activities ‘Homework and relaxing with my mam’ ‘My family and I sat down to play a feeling game’

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!”

Student Voice How 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’ Coping Skills ‘When I get annoyed I now relax and explore my solutions’ ‘I feel more confident and staying in my house by myself is not a bother anymore’

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. ”

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.

Practicalities Ten sessions Double class if possible Trained facilitator Positive environment Parental involvement Consent Booster session

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