Overview
Alignment with Be You Domains
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Mentally Healthy Communities
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Learning Resilience
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Early Support
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Responding Together
Alignment with Australian Curriculum
- English
- Health and PE
Target audience
- Secondary school
Target groups
- Whole class
Aims
Mindfields programs use a strengths-based approach, which supports secondary school students to develop positive emotions and character. The programs aims for student engagement towards social and emotional wellbeing and improved learning outcomes.Program theory
The theoretical frameworks underpinning Mindfields include social connectedness, goal-setting theory, reputation enhancement theory, social cognitive theory, positive youth development and positive psychology.Topics
The program is delivered in 8 one-hour sessions, fitting into a school term. The topics covered include value, goal-setting, life-mapping, emotion vocabulary, cognitive restructuring, coping skills, social problem-solving, social connectedness and looking outward.Cost
Program structure
There is a series of 8 modules. Each module can build on the next, or they can be delivered as standalone modules. Each session has 3 core elements. The first element is relaxation techniques through mindfulness, which occurs for 2 to 3 minutes at the beginning and end of each session. The second element focuses on the development of self-regulatory life skills, which takes about 45 minutes of contact time in each session. Skills include setting specific, achievable goals; identifying the networks and resources which will encourage achieving the goal, effective communication; understanding emotions and our brain; and developing an emotion vocabulary. The third element is the planning and achievement of a group goal. Students work together in groups towards a collaborative outcome.Instructor
- Educator
- Wellbeing leader
Instructor training
Before running the Mindfields programs, it’s vital for teachers and allied health professionals to have a solid grounding in wellbeing and the skills underpinning each module. Instructor training is available face-to-face or online, as a one-day workshop or a series of online self-paced modules. The training includes teacher wellbeing skill to support teachers, and it takes professionals through the 'why' of social emotional learning, including examining their own 'whys'. There is also a focus on mindfulness skills for personal wellbeing. The training goes through the program in detail, allowing facilitators the opportunity to practice running key activities in each module, plan for the program and implement it in their curriculum.Supporting resources or materials available with program
- Manual
- Online webinars
- Posters
- Workbook
Ongoing support
Instructors have access to the team at The University of Queensland.Parent involvement
- Written information provided to parents
Origin of program
Australia
The University of Queensland
Program authors
Annemaree Carroll, Julie Bower, Sasha Lynn
- Social Sciences (Building 24) The University of Queensland,St Lucia QLD 4072 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. |
Comprehensive |
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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. |
Semi |
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. |
Yes |
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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 train-the-trainer in person |
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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). |
Secondary 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. |
QLD |
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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. |
Yes |
Last updated: 26 November 2021