Presented at Building Community through Seasons for Growth Trainers & Companion Conference October 2011 __________________________________________________________________________________ Overview of today’s presentation 1. Where did we begin and why? 2. What are the core successful elements of the program? 3. What has the most recent evaluation indicated about the impact of the program? 4. What else do we know from more recent research that points to the continuing relevance of the program? 5. Where/how might the program be further developed in the future? Where did we begin and Why? Never see a need without doing something about it ‐ Mary MacKillop (St Mary of the Cross) (1871) The true measure of a nation’s standing is how well it attends to its children ‐ their health and safety, their material security, their education and socialisation, and their sense of being loved, valued and included in the families and societies into which they are born (UNICEF 2007) 1990’s…what were we concerned about & what did we do? • Burgeoning divorce rate + further changes to Family Law Act 1995; 2006 • Increased concerns around child and adolescent mental health • Dominant discourses around ‘harm’ and ‘risk’ • Practices of exclusion/silence around children’s experiences • Few Australian resources available • Evidence base for developing a loss and grief education program? What works? Why? What else is required? • Close consideration of relevant research – on grief, childhood, mental health, prevention/early intervention etc. • Sought funding/other support • Extensive consultation with different agencies…
So what emerged as important… • Use of metaphor (‘seasons’) as a key learning tool • Need for sound theory ‐ Worden’s ‘tasks’ of grief • Importance of psycho ‐ social ‘competence’ and development of skills • Acknowledging ‘difference’ ‐ providing a range of activities/options to facilitate learning • ‘Like ‐ to ‐ like’ peer learning ‐ giving children and young people a ‘voice’ • Privileging the role of ‘conversation’ • Adult facilitators as ‘Companions’ • Structured and detailed manuals/resources for different levels • Mandatory training – ‘inside out’ approach • Implementation guidelines/support for schools/agencies • Navigating different disciplinary/sector interests… In your experience… • What have you found to be the most positive/beneficial aspect(s) of the program for the participants? • What have you found to be the most challenging aspect/s of the program for the participants? • What has been most rewarding for you as a trainer and/or Companion? • What has been most challenging for you as a trainer and/or Companion? • What have you discovered about children and their capacity to adapt to change and loss?
What did the most recent evaluation findings indicate? Data collected from 57 groups with 334 participants • 6 regions in Australia, New Zealand and Scotland • 295 PRE participant surveys completed (93%) • 258 POST participant surveys completed (81%) • 47 Companion surveys completed (84%) • 30 parent surveys completed (9%) • [On ‐ line surveys utilising avatar technology] • 1. Children & young people enjoyed their Seasons for Growth (SfG) experience and valued it highly 95% completion rate – high • SfG participants reported very high levels of satisfaction with all aspects of program, with • only a few expressing any concern (e.g. ‘shy’, ‘anxious’ or ‘nervous’) in the pre ‐ survey SfG Companions felt children’s greatest ‘likes’ were: • � camaraderie of being in a group � opportunity to express themselves � SfG Resources
2. Parents valued the SfG program Parents say: SfG met their expectations (97% ‘very well’ or ‘quite well) • “I would just like to thank you for putting this program in place and allowing children access to it. My son really enjoyed the sessions and I am very grateful and appreciative of the opportunity, help and support that he has been given.” • “I hope it continues so other children can benefit as we have.” • “My daughter loved the program and looked forward to attending each week and the workbook that she was very proud of.” • “I'm glad it was available for my children, and I think that a safe outlet for them to discuss issues is imperative to a balanced person, so a great big heartfelt thank you to the Seasons group.” • “It is a fantastic program that I would recommend to any families that have experienced a loss. Thank you for developing such a worthwhile program for children.” • “[Name of child] enjoyed sharing with others and relating 'change' to the 'seasons’.” 3. Companions valued the SfG program Companions say: SfG has changed them (84% ‘a great deal to ‘a little’) – particularly improving their understanding of children and strengthening their own personal qualities • “I can't praise the program enough. I have seen the weight lifted off many young people's shoulders through doing this program.” • “This program has been a source of great joy for the children who have participated in the program over the past ten years. It has been a source of satisfaction to me and I continue to be amazed at the results of this wonderful program.” • “It is very valuable and thoroughly enjoyable. We always have a lovely celebration and the pupils usually ask if they can do the programme again!!! High praise indeed!!” • “Once again it was a privilege to share this journey with a very special group of children.” • “I think it is one of the best programs I have used in a group setting.” 4. The SfG program addresses an increasingly common area of need Companions & Parents identified the following 5 key issues represent a challenge for children experiencing family change: • Knowing there is someone to talk to • Understanding and managing their feelings • Recognising they can’t change what’s happened • Understanding they are not to blame • Recognising that sometimes change can be a good thing
Impact on Participants P RE S URVEY … S TATISTICALLY S IGNIFICANT C HANGES IN P ARTICIPANT R ATINGS P OST S URVEY … I know who I can talk to when I feel … I am OK talking about my feelings I am OK talking about change in my … I have some important things to say … Sometimes I find it hard to say how I … I worry the changes were my fault Some good things have come from … Change happens in lots of families My family is still special even though … I can choose how I want to act when I … It's OK to feel angry It's OK to cry when you're sad 1 2 3 4 5 M EAN R ATINGS (1= Strongly Disagree, 5= Strongly Agree) 6. The SfG program builds participants understanding and skills 6. The SfG program improves participants’ emotional wellbeing
8. The SfG program enables participants to express their views, thoughts and feelings 9. The SfG program strengthens participants’ social and support networks So…looking back…what have we learned? • Children yearn recognition • Dialogue/conversation with children is critically important • Relationships (adult and peer) matter immensely • Children’s identities and experiences cannot be generalised or universalised • Children can be both capable/vulnerable, dependent/independent, passive/active, uncomplicated/complex, happy/sad etc. Recognition through Participation in SfG… The Seasons for Growth program actively pursues principles of inclusion and participation ‐ children being recognised , respected and able to ‘have a say’ ‐ as central in understanding and adapting to change in their families. One of the ironies of this exclusion of children from open discussions about divorce and changes in family life is that they are a fount of knowledge and information themselves on what it is like, on how to cope, on how to intervene (even in limited ways) and what it all feels like. (Smart, Wade & Neale, 1999, p.366)
Why is an emphasis on ‘participation’ important…?? and also… So…children’s participation in the Seasons for Growth program is ultimately about their recognition : • Of who they are (their identity) • Of their place in social/family life (their status) • Of what they have to say (their voice) ‘Learning by doing, learning by participation instead of exclusion, is to be considered as a powerful tool to promote self ‐ confidence, self ‐ respect and a sense of control over one’s own life’. (De Winter et al, 1997, p.21)
Recommend
More recommend
