Overview
Alignment with Be You Domains
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Mentally Healthy Communities
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Learning Resilience
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Responding Together
Alignment with Australian Curriculum
- Health and PE
- The Arts
Target audience
- Primary school
Target groups
- Small group
- Whole class
Aims
Purple Playspace aims to enhance students’ emotional intelligence through: Supporting the development of self-regulation skills; building students’ capacity for effective conflict resolution; promoting the learning and practice of respectful relationship skills; fostering students’ empathy; as well as addressing complex social challenges within the school environment.Program theory
Purple Playspace is grounded in theoretical frameworks to help foster students' mental health and wellbeing: Social-emotional learning (SEL); emotional regulation theories; Zones of Regulation framework; experiential learning theory; as well as mind-body connection/somatic approaches and trauma-informed practice.Topics
Purple Playspace is an experiential workshop. Through drama, movement and roleplay students will explore: Emotional intelligence; resilience building; empathy development; zones of emotional regulation; conflict resolution skills; social skills enhancement; and self-regulation techniques.Cost
Program structure
3x 60 minute sessions per classroom group, either over 3 separate weeks or during one half day. Option for professional development and ongoing facilitator check-ins at the conclusion of the delivery of the program.Instructor
- External facilitator
- Psychologist
- Educator
- Wellbeing leader
Instructor training
Purple Playspace supports the staff member who observed the delivery of all 3 sessions to be able to run check-in sessions themselves (akin to Session 3 of the Program). Includes: one supported supervision session, followed by a one hour zoom supervision session at their discretion.Supporting resources or materials available with program
- Manual
- Online webinars
- Posters
Ongoing support
Extra supported supervision session or zoom supervision session if instructors need further facilitation.Parent involvement
- Follow-up information provided after program
- Homework
- Written information provided to parents
Origin of program
Australia
HART&SEEK
Program authors
Silvina D'Alessandro
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. |
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 train-the-trainer online |
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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). |
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 |
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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. |
Yes |
Last updated: 26 November 2025