Overview
Alignment with Be You Domains
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Learning Resilience
Alignment with Early Years Learning Framework (EYLF)
- Not applicable
Alignment with Australian Curriculum
- Health and PE
Target audience
- Primary school
Target groups
- Whole class
Aims
Greatfulness builds the mental fitness of students by providing a 'toolbox' of practical skills and resources, such as meditation, visualisation, gratitude practices and more.Program theory
Cognitive behaviour therapy, positive psychology, mindfulness meditation, gratitude, building resilience, growth and fixed mindset.Topics
Lessons cover topics that include values, gratitude, self-care, introduction to mindfulness meditation (lesson 1); investigating thoughts and feelings, the concept of 'inner critic' and 'inner coach', the impact of stress and worry (lesson 2); growth versus fixed mindset, flow and peak performance (lesson 3); the power of ideas, imagination and creativity (lesson 4); body language, communication skills, and judgment (lesson 5); personal 'brand' and social media (lesson 6).Cost
Program structure
Six weeks of one-hour lessons.Instructor
- External facilitator
- Educator
- Wellbeing leader
Instructor training
NESA endorsed teacher training. Face-to-face training (12 hours). Access to an online portal of resources. Option to join an online community.Supporting resources or materials available with program
- Manual
- Workbook
Ongoing support
Ongoing phone contact, as and when required.Parent involvement
Not provided
Origin of program
Not provided
Greatfulness
Program authors
Jacqueline Jones
- 4 Avian Crescent,Lane Cove NSW 2066 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. |
No |
|---|---|
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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. |
None |
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Study design
Type of study design reported. |
Qualitative/Post cohort |
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Independence
The degree to which the program authors were involved in the research. |
None |
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. |
Yes |
|---|---|
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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.
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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. |
|
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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. |
No |
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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 |
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Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
No |
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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: 22 September 2021