Overview
Alignment with Be You Domains
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Learning Resilience
Alignment with Australian Curriculum
- Health and PE
- Humanities and Social Sciences
Target audience
- Primary school
Target groups
- Small group
Aims
Cool Connections in School's key focus is to work with students identified as experiencing social exclusion, low self-esteem, and signs and symptoms of anxiety. The program has a significant art component and aims to increase resilience by working with students to build their confidence, better manage their mental health and develop their social skills, and create a sense of connectedness with others at school and in the community.Program theory
Cool Connections in School addresses contemporary wellbeing and resilience concepts important to student development in years 5-6. The program is informed by and supports the Australian Curriculum of the Personal and Social Capability Continuum, Critical and Creative Learning Continuum, and Ethical Understanding Continuum. It was developed in consultation with educators, art therapists, and mental health professionals.Topics
Connections; Self-worth; Confidence; Support networks; Empathy; Self-management and Hope.Cost
Program structure
Cool Connections in School is an 8-week program made up of weekly, 90-minute sessions delivered face-to-face by two qualified and experienced facilitators.Instructor
- External facilitator
Instructor training
Not provided
Supporting resources or materials available with program
Not provided
Parent involvement
- None
Origin of program
Australia
Iris Foundation
Program authors
Iris Foundation
- Post Office Box 206,Wyong NSW 2259 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. |
No |
|---|---|
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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. |
None |
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Study design
Type of study design reported. |
Qualitative/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. |
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. |
None |
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Ongoing instructor support provided during study
Whether ongoing support is provided. |
No |
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 |
|---|---|
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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 |
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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. |
No |
Last updated: 16 December 2021