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
Alignment with Australian Curriculum
- Health and PE
Target audience
- Primary school
- Secondary school
Target groups
Not provided
Program delivery
Whole year levelAims
In primary schools, Reach works by supporting students to build their social and emotional skills early and prepare for the transition into adolescence and secondary school. The workshops aim to improve resilience and self-belief, enhance emotional and social skills, and improve students' connections with their peers. In secondary schools, Reach workshops aim to build empathy and acceptance among peer groups, support students to strengthen resilience and gain a greater sense of self. Reach aims to create a stronger learning environment for secondary students, and the drive to pursue the things that give our lives purpose and meaning.Program theory
Reach uses promotion, prevention and early intervention approaches to support mental health and wellbeing. The Reach Model has 5 main components: 1. Use of The Hero’s Journey structure, drawing on contemporary culture and storytelling. 2. Safe and supportive spaces. 3. A youth participation model and youth-led approach. 4. Group work process and psychological theories and practices to support individuals to understand themselves, others and the world. 5. A safety net of trained psychologists and social workers.Topics
Topics are related to social and emotional wellbeing in adolescence and protective factors, such as: self-worth and understanding of self; competence and autonomy; feeling able to pursue and achieve life goals; activities that are meaningful, varied and spark curiosity; awareness, empathy and connectedness with others; and healthy relationships.Cost
Program structure
Reach's primary and secondary school workshops provide students with positive and relevant strategies and skills they can apply at school and to their everyday lives. All school workshops run for 90 minutes, both online and face-to-face. Facilitators arrive at the school 30 minutes before the face-to-face workshop to discuss expectations and any additional needs. For online workshops, this discussion will happen in the online meeting room with a key contact from the school 15 minutes before the workshop start time. Trained Reach facilitators will set expectations for confidentiality, manage all group behaviours and encourage authentic group dynamics. School staff must be present in the workshop and be available for handover and debriefing from the facilitator after the session.Instructor
- External facilitator
Instructor training
Reach facilitators (the 'crew') have typically spent 4 years (approximately 100 hours per year) going through the Reach facilitator development program. Areas of training for facilitators include group work, adolescent development and how to respond to the complex needs of the young people. Facilitators are also trained in identifying and responding to risk of harm, child safety and trauma-informed approaches.Supporting resources or materials available with program
- Manual
Ongoing support
Reach facilitators are supported by the Reach Wellbeing Team, including individual and team supervision. They are also supported by Program Trainers and mentors, and engage in pre-briefing and debriefing for all workshops.Parent involvement
- Follow-up information provided after program
- Written information provided to parents
Origin of program
Australia
Reach
Program authors
The Reach Foundation
- 152-156 Wellington St,Collingwood VIC 3066 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. |
Quasi-experimental |
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.
Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
Yes |
---|---|
Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
Yes |
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). |
Secondary school |
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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 NSW |
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. |
Yes |
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: 29 September 2022