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Bounce Back!

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Ellie Robinson

on 31 October 2013

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Transcript of Bounce Back!

Bounce Back!
9 Curriculum Units
This is more likely to happen in young people when:

They have been taught skills for problem-solving, coping and optimistic thinking (especially positive reinterpretation and realistic recognition of both losses and gains).
They are given caring social support from adults and peers and opportunities to share and learn from their experiences and feelings.

Positive Classrooms
Bounce Back;
Promotes positive mental health and well being in students.
Strong focus on classroom strategies and activities.
Builds positive relationships, positive emotions and teaches social-emotional skills.
Whole school or whole class program.
Resources are classified into the 3 areas: Self-knowledge, Social Awareness & Self-Management.

Bounce Back! Awards
The Best Australian Teaching Resource
award for 2010-2011 (Australian Publishers Association).
Best Applied Community Psychology Project
(Robin Winkler Award) 2003 (Australian Psychological Society).
Most popular whole school Social-Emotional Learning
program in Kids Matter pilot program conducted in 100 schools.
Silver Medal for best Community Project
awarded by Perth-Kinross Council 2010 in Scotland.

Efficiency of Bounce Back! Program
The pressure on children to be successful academically has never been greater. Today there is constant testing, tutoring, and benchmarking. This along with other common factors such as family breakdown, societal changes and peer pressure are adding to the rise in anxiety in today’s youth.
Bounce back is able to effectively teach children to recover from life’s setbacks when they are more resilient, they are more likely to find positives in all situations and more able to shrug off disappointments.
Bounce Back by improving the mental, emotional and social well being of students is able to effectively give them a better chance of remaining engaged with their education and ultimately able to reach their full potential.
Overall, Bounce Back! can reduce depression rates, student’s academic success and creativity will be greater and there will be healthier and happier children who will be more likely to reach their full potential.
Program Limitations
Excessive amounts of time required for the program.
Program has its own core values that need to be instilled into the schools values to be effective.
Major long term, multi-year commitment .
Requires whole-school commitment.
Needs to be fully supported by the school from the top down.
Delivered by the teachers (On-going professional development and up-skilling of teachers required).
Curriculum based program.
Age restricting (only a K-8 program).
Requires strong and supportive program leadership team.
Requires parental support and involvement.
Schools need to have a good bank of children’s literature books and resources.

Positive Classrooms
Courage Success Optimism

Core values
Respond with empathy

Managing emotions Relationship skills

Effects of bullying Helpful thinking

Positive self-talk

History of Bounce Back!
Developed and trialled in 2001 with funding from DET (Victoria) as part of drug education.
Adopted by thousands of Australian primary schools as part of their approach too well being and behavior (Secondary Schools use it as pastoral care).
KidsMatter (2008-2009) was a $12m initiative of the Australian Commonwealth Government + Principals Australia + Australian Psychological Society Beyond Blue. Funding was given to 101 Primary Schools to teach social and emotional skills to their students.
64% of the schools that selected a curriculum program selected Bounce Back!
Axford, S., Blyth, K. & Rita, S. (2010). Can we help children learn coping skills for life? Education & Children’s Services. Viewed online, 23rd Oct 2013 http://www.pkc.gov.uk/CHttpHandler.ashx?id=10321&p=0  

Francey, S., McGrath, H. (1992). Friendly Kids, Friendly Classrooms. Melbourne: Longman Cheshire.

McGrath, H., Noble, T. (2003). Different Kids, Same Classroom. Melbourne: Pearson Education Australia.

Noble, T. & McGrath, H. (2008). The Positive Educational Practices Framework. Educational & Child Psychology. Vol 25 (2). Viewed online 23rd Oct 2013http://www.bounceback.com.au/sites/default/files/Noble%20%26%20McGrath_Positive%20Educational%20Practices.pdf

Noble, T. & McGrath, H. (2010). Supporting positive pupil relationships: Research to practice. Educational & Child Psychology. Vol 27 (1). Viewed online 23rd Oct 2013http://www.bounceback.com.au/sites/default/files/McGrath%20Noble_Supporting%20positive%20pupil%20relationships.pdf

Slee PT, Lawson MJ, Russell A, Askell-Williams H, Dix KL, Owens L, Skrzypiec G, Spears B (2009). KidsMatter Primary Evaluation Final Report. Centre for Analysis of Educational Futures, Flinders University of South Australia. Viewed online, 28th Oct 2013 - https://www.kidsmatter.edu.au/sites/default/files/public/kidsmatter-full-report-web.pdf

1.) Core Values Unit
2.) People Bouncing Back Unit
3.) Bright Side Unit
4.) Emotions Unit
5.) Courage Unit
6.) Relationships Unit
7.) Humor Unit
8.) Bullying Unit
9.) Success Unit

Why teach young people
All young people have normal developmental experiences of ‘adversity’ and challenge (failure, embarrassment, loss of grandparent, friendship changes, relationship break-up, moving away).
Resilience skills are also needed for academic success (persistence, courage, goal setting).
Some sad and terrible thins happen in the lives of some young people (natural disasters, chronic or acute illness, loss of a parent, sibling or classmate, being bullied).

What is resilience?
Human resilience is the capacity to cope well with times of adversity or hardship (and even be strengthened by them).

It is the ability to
bounce back
from difficult times to a fulfilling life while retaining a positive sense of self.

Components of Resilience
Managing Feelings
Relationship Skills
Goal Setting Skills
Optimistic Thinking Skills
Helpful Thinking Skills

Post-Traumatic Growth
The Bounce Back! Acronym
ad times don’t last. Things get better. Stay Optimistic.
ther people can help if you talk to them.
nhelpful thinking makes you feel more upset.
obody’s perfect.
oncentrate on the positives, no matter how small and use laughter.
verybody experiences sadness, hurt, failure, rejection and setbacks sometimes, not just you. They are a normal part of life.
lame fairly. How much of what happened was because of YOU, OTHERS or BACK LUCK.
ccept what you can’t change and try and change what you can.
atastrophising exaggerates your worries. Don’t believe the worst possible picture.
eep things in perspective. It’s one part of your life.

Key Features
Ages: 5 -15:
Junior Primary - Secondary
Whole-school curriculum program or selected components used with individuals, small groups or parent education.
Most taught through children’s literature, literacy and language activities and higher-order thinking activities.
Online Whiteboard Activities, Games and Thinking Tools.

Case Study
Victorian Bushfires: In 2010 the Victorian Department of Education and Early Childhood (DEECD) provided local community mental health professionals and teachers in 46 bushfire – affected schools to receive books and training as part of their Bushfire Psycho-social Recovery Project.
Cambodia: Parts of the Bounce Back! program have been implemented in Cambodia and in numerous South African schools. In the HOPE Orphanage for Children in Cambodia one of the Bounce Back activities for junior primary children was to make a bounce backer toy using a photo of themselves. The toy is a visual representation that when they feel ‘knocked down’ they can bounce back again.
Scotland: Bounce Back! has also been adopted in various schools around Scotland. In 2010 the Bounce Back program was awarded a silver medal for the Perth and Kinross Council Awards for a community based project.

Unit One
Unit 1 Core Values
Core values are developed through the teaching of social skills and creation of a supportive classroom environment.
An individuals resilience can be improved which means that their overall well being will also increase. Instilling core values into students plays an important role in shaping an individuals resilience.
Encouraging the students to learn and use good social skills will build a supportive classroom where students feel good about themselves, have the courage to try new things, and develop a deeper respect and tolerance of others. Students are valued and feel that they have people they can talk to if they have a difficult time.
The books on the Bounce Back website provide a variety of ideas and activities for developing core values and creating a supportive classroom. For example, ‘Friendly Kids Friendly Classrooms’ provides step by step strategies on how to teach good social skills, such as positive tracking, dealing with fights and arguments, sharing, and including others.

Positive Tracking
Look for the good things that you do and say them to yourself and sometimes out loud.
Look for the good things that other people do and say them out loud.
Look for the good things that happen in your life, however small, and say them to yourself and out loud.
When bad things happen to you try and look for one good thing that was part of it and say it out loud.
Looking for good things in the way we suceed

Don't put yourself down by looking for and saying bad things about yourself.
Don’t put others down by looking for and saying bad things about them. Don’t criticise all the time.
Don’t grizzle and complain about the bad things that happen in your life.
Don’t focus on only the bad parts of the bad things that happen to you.

Activity Example
People Dominoes

In this activity you have to find someone with who you match in some way (eg. same hair colour or item of clothing) and stand next to them until the whole class has formed a single domino chain.

It is a great ‘getting to know you activity’ which emphasizes the things we have in common with one another. People dominoes aims to create a sense of unity and belonging amongst students.

The Bounce Back! Song
Full transcript