Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

Iizuka, Cristina Akiko; Barrett, Paula M.; Gillies, Robyn M.; Cook, Clayton R.; Marinovic, Welber

doi:10.14221/ajte.2014v40n3.1

Cited by 13 publications

(15 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…', showed improvements in social and emotional competence and wellbeing, and decreases in externalising, internalising, and hyperactivity. Similarly, Australian research into the impact of the FRIENDS for Life program has shown considerable success (Iizuka, Barrett, Gillies, Cook, & Marinovic, 2015). This pre-and post-test design investigated the effectiveness of interventions focused on teachers' and students' emotional states and resulted in decreased anxiety and improved teacher resilience.…”

Section: Sel Programming In Australiamentioning

confidence: 99%

A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal

et al. 2017

View full text Add to dashboard Cite

The aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.

show abstract

Section: Sel Programming In Australiamentioning

confidence: 99%

A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal

et al. 2017

View full text Add to dashboard Cite

show abstract

“…The ARP holds potential as a useful programme for targeting the unmet mental health needs of university students. The ARP aims to provide participants with a range of skills and strategies to cope better with life changes and difficult situations experienced in the transitions from adolescence into adulthood and throughout the lifespan (Iizuka, Barrett, Gillies, Cook, & Marinovic, ). The psychological underpinnings for the FRIENDS' programmes based on the triadic model is evident in the ARP programme.…”

mentioning

confidence: 99%

“…The psychological underpinnings for the FRIENDS' programmes based on the triadic model is evident in the ARP programme. A psychoeducative approach is used to help individuals minimise risk factors and maximise protective factors, which aims to build resilience to “inoculate” against the development of anxiety and depressive symptoms (Iizuka et al, ).…”

mentioning

confidence: 99%

A randomised controlled trial of the Adult Resilience Program: A universal prevention program

2019

Self Cite

View full text Add to dashboard Cite

A randomised, waitlist controlled, trial was conducted to evaluate the effects of the Adult Resilience Program (ARP), a universal prevention social-emotional programme for adolescents and adults, on self-reported depression, anxiety, stress, resilience, and self-esteem. Seventy-six students from a private university in Singapore were randomised to the ARP group or wait-list control (WLC) group and assessments were conducted at pre-intervention (T1), post-intervention (T2), and 6-month follow-up (T3). A 2 × 3 mixed between-within groups multivariate analysis of variance with the between-group factor of Group (ARP, WLC) and the within-group factor of time (T1, T2, and T3) and the dependent variables of depression, anxiety, stress, resilience and self-esteem, with age and stage of degree as covariates showed a significant decrease over time in depression ( p 2 = .20), and anxiety ( p 2 = .06). There was a significant decrease in stress for the ARP only from T1 to T2 ( p 2 = .16). While there was a significant interaction of Time and Group for resilience ( p 2 = .07), there was no significant change in resilience for the ARP group alone. The results provide preliminary support that the ARP can impart essential skills that can have a positive impact on mental health in university students.

show abstract

“…This was seen at four months and six months after the intervention and measured by the SCAS. A more recent Australian study involving 69 students (10-12 year olds) who were also from a low socio-economic area showed reduced anxiety levels (Iizuka, Barrett, Gillies, Cook & Marinovic, 2015). However this was only observed in the 'at risk' group after participating in the FRIENDS for Life programme when it was run universally.…”

Section: The My Friends Youth Programmesmentioning

confidence: 92%

“…School-based interventions to enhance wellbeing are seen as essential for school students as a high number of young people who have mental health issues do not access support. For some students, the situation is more dire, as students from lowsocio economic schools are not seeking as much support due to significant barriers that limit their ability to receive help (Iizuka et al, 2015). Therefore, this shows the importance of the universal programmes such as MY FRIENDS Youth as it helps This chapter explores the implications of the study and how teachers can facilitate the MY FRIENDS Youth programme in more effective ways to meet student needs.…”

Section: Chapter 6 Conclusionmentioning

confidence: 99%

Implementing the MY FRIENDS Youth programme in a New Zealand secondary school: The experiences of staff and Year 9 students

Fay¹

View full text Add to dashboard Cite

<p>Increasing rates of young people’s anxiety and depression is a concern for New Zealand secondary schools and this results in issues for students such as decreased wellbeing and school attendance, health difficulties and social isolation. In 2013 the Ministry of Education introduced a pilot of the MY FRIENDS Youth Resilience programme into secondary schools for students in Year 9. This thesis reports on the experiences of teachers and students of the MY FRIENDS Youth programme in one secondary school context. This programme is based on cognitive behavioural therapy principles and has been developed to support young people build their understanding and skills in resilience to enhance their wellbeing. The programme has been implemented and evaluated with young people in a number of countries. Research has shown it to have beneficial effects in promoting emotional resilience and in reducing anxiety and depression in students. The findings of this school case study are explored, and the impact of the programme for the students and their school community is presented. A case study methodological approach was used that enabled the collection of rich data to explore the deep meaning from teachers and students. This involved an in-depth instrumental case study within one secondary school involving teachers, students, the counsellor, the principal and students’ parents. Observations, document analysis and interviews took place to build a comprehensive understanding of how teachers and students learned through the programme. Findings suggest the students see the MY FRIENDS Youth Resilience programme as a positive, useful programme that has enabled them to learn various strategies to deal with challenging scenarios in their life. The findings also address barriers to implementation and possible implications for the future. Several suggestions for the programme are discussed along with certain adaptations of the programme to make it more relevant to the New Zealand context.</p>

show abstract

Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

Cited by 13 publications

References 63 publications

A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal

A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal

A randomised controlled trial of the Adult Resilience Program: A universal prevention program

Implementing the MY FRIENDS Youth programme in a New Zealand secondary school: The experiences of staff and Year 9 students

Contact Info

Product

Resources

About