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
- Humanities and Social Sciences
Target audience
- Primary school
Target groups
- Small group
Aims
SibWorks aims to connect siblings (aged 8 to 12) of children with developmental delay or disability with other siblings in a supportive peer group environment. The program allows children to build skills and resilience together and feel less alone in their sibling experience. SibWorks is designed to help children understand disability and engage more positively with their sibling with developmental delay or disability. The program provides fun and practical learning experiences, which build emotional wellbeing and problem-solving skills.Program theory
The program is predominantly based on cognitive behavioural theory. It also draws on and applies the following theories: Mindfulness theory - helping children build relaxation and coping skills to manage challenges); the PACE model (Dan Hughes) - creating emotionally safe group learning environments for vulnerable children; Bronfenbrenner’s ecological systems theory - building layers of support around siblings including families, schools, communities, and professional support services; sociocultural development (Vygotsky) - optimising learning through involvement of peers; the iceberg model - understanding that feelings and needs always underlie behaviour.Topics
Topics include getting to know each other; developing group cohesion; understanding difference; exploring disability; building emotional awareness and emotional literacy; identifying feelings connected to challenges; developing problem-solving skills and strategies; learning coping skills and mindfulness techniques; celebrating strength through unity and togetherness.Cost
Program structure
SibWorks incorporates 7 themed units, with activity booklets for each child participant. The program can be run in one of two formats: a 7-week program (2 hours each week) or a 3-day program (consecutive days). Each session includes a range of group activities and individual tasks, and includes breaks for movement, food and relaxation. Information sheets for parents or carers are also included in the package to sustain learning beyond the program.Instructor
- External facilitator
- Psychologist
- Educator
- Wellbeing leader
Instructor training
Facilitator self-paced training (4 to 6 hours) is available online. This includes the SibWise foundation course (2 to 3 hours) and SibWorks facilitator training (2 to 3 hours). Training may contribute to state and territory professional development requirements for educators.Supporting resources or materials available with program
- Manual
Other materials
Participant activity books, information sheets for parents or carers, training fact sheets/handouts, timetables and planning documents.Ongoing support
Ongoing support to all instructors through a registered community of certified SibWorks facilitators.Parent involvement
- Attend information sessions
- Follow-up information provided after program
- Homework
- Written information provided to parents
Origin of program
Australia
Siblings Australia
Program authors
Kate Strohm and Monique Nesa
- 1A/85 Hutt St,Adelaide SA 5000 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. |
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. |
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. |
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). |
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. |
SA |
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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: 2 February 2023