Overview
Alignment with Be You Domains
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Family Partnerships
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Learning Resilience
Alignment with Australian Curriculum
- Health and PE
Target audience
- Secondary school
Target groups
- Individual
- Small group
- Whole class
Aims
Resourceful Adolescent Program - for Adolescents (RAP-A) is a strengths-based, resilience-building program for teenagers, which can be implemented in a school setting. RAP-A aims to support young people to increase their resilience to depression risk factors, identify strengths, develop new strategies to increase their coping ability, regulate their emotions and sense of self in stressful situations. RAP-A was initially designed as a universal intervention but has now been adapted for targeted populations, e.g. indigenous adolescents, young caregivers, adolescents on the autism spectrum (RAP-A-ASD). RAP-A is complemented by a parent program, RAP-P, which aims to help families promote the environment for healthy adolescent development. Another complementary program for teachers, RAP-T, aims to promote the vital protective factor of school connectedness.Program theory
The RAP Program integrates cognitive behavioural therapy (CBT), interpersonal psychotherapy (IPT) and Kohut’s self psychology. These theories work together to increase the coping abilities of adolescents and to build resilience to prevent depression. The cognitive-behavioural component provides the techniques of keeping calm, cognitive restructuring and problem solving. The interpersonal component stresses the importance of promoting harmony, and dealing with conflict and role disputes, by developing an understanding of the perspective of others. The common thread that runs through the program is the teaching of techniques to maintain self-esteem in the face of a variety of stressors. RAP has typically been delivered to universal groups, although later adaptations target selective groups (e.g. adolescents on the autism spectrum).Topics
RAP-A draws on the metaphor in the Three Little Pigs story, in which only the house made of bricks resisted the attacks of the Big Bad Wolf. Each week, adolescents add to their own personal 'RAP-A house' by laying down different 'bricks' (such as the keeping calm 'brick'). Sessions are focused on recognition and affirmation of existing strengths and resources, promoting self-management and self-regulation skills in the face of stress, cognitive restructuring, creating a personal problem-solving model, building and accessing psychological support networks, considering the other's perspective, and keeping and making the peace. The content and process of each session of the program is specified in a Group Leader's Manual. Participant workbooks are provided to each student in the program.Cost
Program structure
In the RAP-A program there are 11 group sessions (40-50 minutes per session) conducted weekly, during school class time, with one facilitator per group. While the optimal group size is 15, many schools run whole-class sessions. An alternative is to combine some sessions if longer periods are available (for example, 6 sessions of 2 hours each). RAP-A has also been implemented in a camp format, where sessions are interspersed with recreational activities (e.g. drumming workshop, campfire, movies) and run over 3 consecutive days. As well, RAP-A has been adapted for individual adolescents on the autism spectrum. The sessions are interactive and include the use of a participant workbook and audio-visual material. Each RAP session builds on the skills from the last session, so sequential delivery of the sessions is important.Instructor
Not provided
Instructor training
RAP training consists of a day of training. RAP-A training covers the 'ordinary magic of resilience'; rationale for a prevention program; theoretical basis of the program; the importance of school connectedness; the evidence for the effectiveness of the program; and practical and process issues for implementing the program. Time is spent on learning how to implement the program with a focus on both content and process. The role of group leader is critical to the effectiveness of the RAP program. Group leaders need to be educational or mental health workers with specific training in the facilitation of RAP groups. The following people may be suitable for facilitating the RAP programs: school counsellors, guidance officers, chaplains, teachers; psychologists, social workers, occupational therapists, psychiatrists, mental health nurses; community workers. Although it is possible to train in either RAP-A or RAP-P only, we encourage training in both programs if possible. Training in RAP-A is a prerequisite to training in RAP-A-ASD (for young people on the autism spectrum), which is a half-day training offered virtually.Supporting resources or materials available with program
- DVD
- Manual
- Workbook
Ongoing support
Staff in the RAP office are available to answer any questions trained facilitators may have. Supervision can be arranged by request.Parent involvement
Not provided
Origin of program
Australia
Queensland University of Technology
Program authors
Ian Shochet and Astrid Wurfl
- School of Psychology and Counselling, Victoria Park Rd,Kelvin Grove QLD 4059 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. |
Comprehensive |
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Study design
Type of study design reported. |
Randomised control trial |
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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. |
Yes |
|---|---|
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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. |
Assessed and reported |
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Training provided during study
The model of training provided. |
Face to face, all instructors, 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). |
Primary school 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. |
NSW 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. |
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. |
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. |
Yes |
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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: 19 November 2021