Overview
Alignment with Be You Domains
-
Learning Resilience
Alignment with Australian Curriculum
- Health and PE
Target audience
- Primary school
Target groups
- Small group
- Whole class
Aims
Connect-3 aims to build the resilience of a child to cope in challenging situations by equipping the child to identify resources and social supports around them. It aims to improve confidence and social skills, and is solution focused.Program theory
The theoretical basis of the Connect-3 program is the resilience doughnut model (Lyn Worsley), which relates to building mental resilience and improving confidence; the stages of moral development (Lawrence Kohlberg), which relates to improving social skills; and cognitive behaviour therapy (Martin Seligman's approach), which relates to resilient-thinking skills.Topics
Connectedness and relationships, identifying strengths, resilient thinking, social and emotional learning.Cost
Program structure
Six sessions (1.5 hours weekly).Instructor
- External facilitator
- Psychologist
- Educator
- Wellbeing leader
Instructor training
Online or face-to-face professional training (20 hours). Australian Psychological Society (APS) and NESA accredited.Supporting resources or materials available with program
- Manual
- Workbook
Parent involvement
Not provided
Origin of program
Australia
The Resilience Centre
Program authors
Lyn Worsley
- Suite 401, Level 4, 51 Rawson St,Epping NSW 2121 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.
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Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
Yes |
|---|---|
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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 |
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Study design
Type of study design reported. |
Pre-post cohort |
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Independence
The degree to which the program authors were involved in the research. |
Completely |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
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Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
No |
|---|---|
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Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
No |
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Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
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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 |
|---|---|
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Country of Study/s
The location in which the evidence or research was conducted. |
Australia |
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Location of Study/s in Australia
The state (or states) the program was assessed in Australia. |
VIC |
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Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
Yes |
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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. |
Yes |
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Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
No |
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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: 24 November 2021