Overview
Alignment with Be You Domains
-
Learning Resilience
Alignment with Early Years Learning Framework (EYLF)
- Children are confident and involved learners
- Children are connected with and contribute to their world
- Children are effective communicators
- Children have a strong sense of identity
- Children have a strong sense of wellbeing
Alignment with Australian Curriculum
- Health and PE
Target audience
- Primary school
Target groups
- Small group
Aims
Confident Kids focuses on developing children's social skills and on reducing their problematic behaviour. The program is targeted at children who engage in impulsive, aggressive or bullying behaviour, those who are withdrawn, anxious or depressed, and those who have difficulty in their peer relationships.Program theory
Cognitive-behaviouralTopics
Not indicated in the application.Cost
Program structure
1.5 hours per week for 10 weeks.Instructor
- External facilitator
- Psychologist
- Educator
- Wellbeing leader
Instructor training
At least one of the leaders or facilitators must have attended a one-day Confident Kids workshop.Supporting resources or materials available with program
- Manual
Ongoing support
Ongoing phone contact. Free, ongoing telephone consultation is provided on request by the Exploring Together team.Parent involvement
- Attend information sessions
- Follow-up information provided after program
- Written information provided to parents
Origin of program
Australia
Exploring Together
Program authors
Professor Lyn Littlefield, Karen Story, Carol Woolcock, Margot Trinder, Dr Susie Burke
- Box 11, 607 Lygon Street,Carlton North VIC 3043 Australia
Ratings
Summary of evidence factors
This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.
|
Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
Yes |
|---|---|
|
Link between program description and theory of change
Theory of change refers to whether there was a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. |
Some links |
|
Study design
Type of study design reported. |
Pre-post cohort |
|
Independence
The degree to which the program authors were involved in the research. |
Semi |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
|
Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
No |
|---|---|
|
Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
No |
|
Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
|
Training provided during study
The model of training provided. |
Face to face, all instructors, in person |
|
Ongoing instructor support provided during study
Whether ongoing support is provided. |
Yes |
Context
This is a summary of the context in which the evidence for the program was established.
|
Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Primary school |
|---|---|
|
Country of Study/s
The location in which the evidence or research was conducted. |
Australia |
|
Location of Study/s in Australia
The state (or states) the program was assessed in Australia. |
VIC |
|
Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
No |
|
Evaluation of program in Aboriginal and Torres Strait Islander children and young people
Provider has included Aboriginal and Torres Strait Islander peoples when assessing the program. |
No |
|
Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
No |
|
Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
No |
|
Evaluation of program in children and young people with disability and/or learning difference
Provider has included participants with a disability or learning difference when assessing the program. |
No |
Last updated: 19 November 2021