Alignment with Be You Domains
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
- Primary school
- Whole class
- Whole school
AimsYCDI! Program Achieve is a socio-emotional learning program that teaches children positive attitudes, socio-emotional skills and character strengths which influence both wellbeing and achievement outcomes. It also has a focus on reducing socio-emotional difficulties (anxiety, feeling down, anger, procrastination, not paying attention) through teaching children to use cognitive restructuring and cognitive behaviour strategies.
Program theoryNot indicated in application.
TopicsSample topics for Year 3: Part 1 Achievement (work confidence, persistence, organisation, teamwork); Part 2 Relationships (values, character strengths and getting along skills); Part 3: Wellbeing (resilience, happiness); Part 4 Social-emotional blockers (anger, anxiety, feeling down, not paying attention, procrastination).
Program structureAt each year level, there are 32 lessons designed to cover 4 terms, 8 lessons per term. Lessons once a week (50 to 60 minutes).
- External facilitator
- Wellbeing leader
Instructor trainingInstructor training takes two forms. 1. E-learning course consisting of 9 self-paced modules (approximately 30 minutes per module) 2. Instructor training available in one-day face-to-face workshops offered by Michael Bernard in urban centres across Australia.
Supporting resources or materials available with program
Origin of program
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.
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.
Type of study design reported.
|Randomised control trial
The degree to which the program authors were involved in the research.
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.
Feedback sought from instructors
Instructors enjoyed the program and understood its benefits.
Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability.
Training provided during study
The model of training provided.
|Face to face train-the-trainer in person
Ongoing instructor support provided during study
Whether ongoing support is provided.
This is a summary of the context in which the evidence for the program was established.
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12).
Country of Study/s
The location in which the evidence or research was conducted.
Location of Study/s in Australia
The state (or states) the program was assessed in Australia.
Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program.
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.
Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research.
Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness.
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.
Last updated: 21 April 2022