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  1. Programs Directory

Sparky and Shady for Big Kids

Sparky and Shady

Sparky and Shady for Big Kids empowers children in primary school through helping them understand their loving and scared sides.
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1/4 Evidence

The evidence rating is scored out of 4 and provides an assessment of the evidence underpinning the program.

2/4 Implementation

The implementation rating is scored out of 4 and provides an assessment of the program's training, support and acceptability by participants and instructors.

  • Overview
  • Cost
  • Structure
  • Organisation
  • Ratings
Contact program Back to top

Overview

Alignment with Be You Domains

  • Mentally Healthy Communities

Alignment with Early Years Learning Framework (EYLF)

  • Children are confident and involved learners
  • Children are connected with and contribute to their world
  • Children are effective communicators
  • Children have a strong sense of identity
  • Children have a strong sense of wellbeing

Alignment with Australian Curriculum

  • Health and PE

Target audience

  • Primary school

Target groups

  • Small group
  • Whole class

Aims

The Sparky and Shady for Big Kids program aims to provide a framework for children to understand their loving and scared sides so they are empowered to meet their needs in positive ways; to give children knowledge, understanding and strategies to manage their body, personality, thoughts, feelings and behaviours; to give children strategies to cope with problems such as bullying, anxiety and other challenges they may face; to empower children with the courage and confidence they need to believe in themselves, follow their dreams and make a positive difference in the world.

Program theory

The program is based on humanistic psychology (that human beings have needs as outlined by Maslow's hierarchy of needs; that they have choice or free will as to how they meet their needs); psychodynamic psychology (that beliefs in a human being's subconscious mind, based on past thoughts, feelings, and experiences, affect their choices and behaviour), cognitive psychology (people can choose what they learn from their experiences, and that prior learning can be built upon); and positive psychology (that a person's wellbeing is determined by meaning, pleasure, engagement, positive relationships and accomplishment).

Topics

There are 9 chapters in the book: 1. Who you are 2. Why you are here 3. How your body works 4. How your personality works 5. How your thoughts work 6. How your feelings work 7. How to cope with problems 8. How to believe in yourself 9. How to follow your dreams.

Cost

Sparky and Shady for Big Kids - How to be courageous and confident in nine days! book $29.95, plus $5 delivery. Ebook version $14.95. Sparky and Shady for Big Kids Teacher's Manual - Small Group Program For Schools (Years 3 to 6) $44.95, plus $5 delivery. Ebook version $24.95.

Program structure

There are 18 sessions. Twice weekly, 20 to 30 minutes per lesson.

Instructor

  • Educator

Instructor training

Read the book and Teacher's Manual before presenting the content to children.

Supporting resources or materials available with program

  • Manual
  • Online webinars
  • Posters
  • Workbook

Ongoing support

Email and website.

Parent involvement

  • Follow-up information provided after program
  • Written information provided to parents

Origin of program

Australia

Sparky and Shady

Program authors

Kathy Sheehan

Address
5 Harbour Drive,Coffs Harbour NSW 2450 Australia
Phone
+61 409 711 608
Email
kathy@sparkyandshady.com
website
Visit website

Ratings

1/4 Evidence

The evidence rating is scored out of 4 and provides an assessment of the evidence underpinning the program.

2/4 Implementation

The implementation rating is scored out of 4 and provides an assessment of the program's training, support and acceptability by participants and instructors.

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.

No
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
Study design

Type of study design reported.

Pre-post cohort
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.

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.

None
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).

Primary school

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.

NSW

Evaluation of program in culturally and linguistically diverse populations

Provider has included culturally and linguistically diverse people when assessing the program.

Yes
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.

Yes
Evaluation of program in low socioeconomic groups

Program has evaluated a diverse socio-economic population in their research.

No
Developmental based adaptations to program design and delivery

Shorter sessions for younger students or activities are adjusted for age appropriateness.

Yes
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: 19 November 2021

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Be You acknowledges the Traditional Owners of the Land on which we work. We pay our respects to Elders past and present, and extend our respect to all Elders and Aboriginal and Torres Strait Islander Peoples across Australia.