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Boomerang Effect Program IPSHA staff presentation 3.9.14

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Boomerang Effect Program By Theresa & John Novak
Comprehensive Resiliency, Positive Mental Health & Achievement Program

Published in: Education
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Boomerang Effect Program IPSHA staff presentation 3.9.14

  1. 1. BOOMERANG EFFECT RESILIENT MIND FOR HEALTH, WELLBEING & SUCCESS EMPOWERING YOUNG MINDS FOR OUTSTANDING ACHIEVEMENT IPSHA Presentation 3rd September, 2014
  2. 2. BACKGROUND- JOHN’S  B.A , LLB (Law), MA. (Politics), Dip. Health Counselling  Former Head of School in Sport Management, International College of Management, Sydney 2010- 2012.  20 years in fitness industry- International presenter, Fitness leader, personal training, life coaching and various fitness & wellbeing TV & videos  Sports Motivator, Mind Game, Life Coach & Public Speaker for 20yrs  Johns clients (athletes) have won State, National, International, LPGA, PGA, Commonwealth, Olympic medals in 20+ sports  Co-Creator of the Boomerang Effect Mind Game Program  Current position: Head of Mind Management – Canterbury Bulldogs 2012- present www.boomerangeffect.com.au www.johnnovaksport.com
  3. 3. BACKGROUND- THERESA’S  B.A. App. Sci. (Occupational Therapy), Dip. Management  MA by research (Current)  Clinical: 15 years experience in Mental health + Drug/Alcohol rehabilitation  Staff management & leadership  Training of multi-disciplinary staff (Nurses, doctors, social workers, psychologists etc) Research  Head researcher: “Sensory rooms in Mental health”.  Convenor of Sensory interventions working party  Presentations at various state & national conferences.  Published article “Pilot study of a sensory room in an acute inpatient psychiatric unit”.  Research on Boomerang Program in schools Mentoring  New graduate OTs in Mental Health group- training & mentoring (6 years) Boomerang Program  Co-developer of Boomerang Effect Program
  4. 4. BOOMERANG EFFECT PROGRAM Boomerang Effect is a success, resilience & optimal performance program used by: Top athletes to perform at their best: • NRL- Bulldogs, Manly & Roosters • Amateur to Elite & Professional athletes- 20+ sports • Olympic & Commonwealth Athletes University & School students Particularly at HSC level to: • Optimise learning & promote achievement • Improve performance (At school, in sport & extra-curricular activities) • Be more positive • Improve Focus, concentration & emotion management • Increase resilience- Cope with pressures, stress, nerves & exams better Business • Create a success culture and a resilient workforce
  5. 5. PROJECT BACKGROUND NEED: One end of spectrum:  Teachers concerned re: student mental health  26% 16-24yo have mental disorder (ABS, 2009)  Only 23% access MH services (ABS, 2009).  Suicide No 1 cause of death for 16-24 2007 Australian Wellbeing survey (ABS, 2012). At the high end:  Need for a comprehensive program to empowering young minds for outstanding achievement GAP:  Limited MH prevention & Positive MH promotion programs  Teachers asking for strategies to assist at both ends  Comprehensive achievement program for the mind
  6. 6. BROAD AIMS
  7. 7. LANGUISH VS FLOURISH Languishing: To lose strength or vigour; become miserable or disheartened. Mental Illness Optimal Success, achievement & resilience Keyes ( 2012, 2007, 2002) Flourishing: Feeling good & functioning well
  8. 8. TARGETING ALL STUDENTS Promote positive mental health without labelling Teach average student or athlete essential tools for growth to reach their potential Develop comprehensive achievement & success strategies for high achievers & elite athletes
  9. 9. BE RESEARCH  Professional Golfers  NRL- Roosters, Manly & Bulldogs  International College of Management- Students trained Athletes
  10. 10. 9% 10% 25% 31% 19% 23% 22.5% 18% 23% 25% 22.5% 25% 16.9% 28.6% 26.3% 23.8% 20.6% 19.4% 34% 47.8% 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Comparison of Average Improvement for each Mind Game area
  11. 11. AVE. IMPROVEMENTS TERTIARY STUDENTS TAUGHT ATHLETES  22.5% Managing Nerves  25% Controlling Anger  25% Motivation  25% Goal setting  31% Organisation  25% Focus  23.8% more POSITIVE  26.3% Self talk  28.6% Overall mind game  20% Body Language
  12. 12. IMPLEMENTATION 12  Implemented at 3 high schools: Holy Spirit Lakemba, Mount Carmel Varroville, De La Salle Revesby.  Being rolled out at Dorchester House & Campbell House  Research: Program is being formally researched through The University of Sydney Innovative implementation in schools:  Boomerang Bites: 1x daily 10-20minute teaching bites in Home Room, School Assemblies & Pastoral Care  Year 7: Peer support groups  Year 8: Home Room & Assemblies  Year 9: Taught as a module in PD/H/PE curriculum  Year 10: Peer Support. A group of Year 10 students are identified as Boomerang Champions & taught the program  Year 10 Champions then teach the program to Year 7 peer support groups  Year 11 and 12: 1x week class leading up to HSC  Parents Education: Parents information seminars & 1x/bi-monthly parents group
  13. 13. 8 BOOMERANG MODULES 1. Positivity 2. Motivation, Purpose & Best self 3. Mindfulness 4. Emotion management 5. Resiliency strategies 6. World strategies 7. Work ethic & Organisation 8. Optimal Environment BUILD RESILIENCY & EMPOWER STUDENTS TO ACHIEVE THEIR POTENTIAL
  14. 14. 14 MODULE 1 POSITIVITY  Boomerang Effect Core principles  Minimising negativity  Positivity Model  Positivity strategies
  15. 15. MODULE 2 MOTIVATION & BEST SELF  Purpose  Motivation  Best self  Confidence  Belief  Limitlessness  Bank of Trust
  16. 16. MODULE 3 MINDFULNESS, FOCUS & ZONE  Mindfulness- in the NOW  Concentration & focus  Zone
  17. 17. MODULE 4 EMOTION MANAGEMENT  Why have emotions?  Identify Emotions  Emotional Bands  Coping with Anger & frustrations  Deal with Fear, Anxiety, Pressure & Nerves  Boomerang Emotions: Increase Positive & decrease negative emotions
  18. 18. MODULE 5 RESILIENCY STRATEGIES  Mental Toughness  Adaptability & Change  Bounce back  Problem solving  Wise mind  Pros/cons  Negotiation  Self reliance
  19. 19. MODULE 6 WORLD STRATEGIES  Flow  Connection  Cup the Water  Acceptance  Letting Go  Observing  Momentum  Patience  Stillness  Cultivate calmness  Knowing Vs BEing
  20. 20. MODULE 7 WORK ETHIC & ORGANISATION  Self Discipline  Train Yourself  Sacrifice  Consistency  Persistence  Decrease Procrastination  Overcome challenges  Struggle  Goals  Priorities  Time management  Sops/systems  Accountability
  21. 21. MODULE 8 OPTIMAL ENVIRONMENT  Lived Environment  Supports  Strong Families & communities  Social Connection  Detractors  Team concept  Team work cohesion
  22. 22. PROGRAM BENEFITS From literature & our studies:  Enhances physical, emotional & mental well-being   resilience & ‘bounce back’   coping with life’s challenges  Improved sleep   Positivity   Negativity   ability to cope with mistakes  Promotes Positive Mental Health  Supports Flourishing individuals & School environments  Builds Strengths & promotes Growth mindset   Self motivation  Self awareness, accountability & reflection   Performance in sport, at school, in exams & extra-curricular activities   achievement & results   confidence & self view  Creates better team environments  Improved team cohesion   Focus & concentration   Mindfully present in the NOW   negative emotions & behaviours   anxiety, worries and nerves  Builds positive emotions   sadness & feeling down   self encouragement  Comprehensive tools & strategies to cope with 21st Century Stressors  Creates stronger personal & community relationships  Improves interactions and connections with friends, family, peers, colleagues  Manage distractions better  Fosters learning curiosity   Organisation & SOPs   Emotional control   Impulse control
  23. 23. BOOMERANG RESOURCES Student Workbook Teachers guide Power Points Video Audio Physical movements Activities Challenges Discussion points Student research Monitoring- trackers Reflection journaling Posters Social media & Website
  24. 24. WORKBOOK & TEACHERS GUIDE
  25. 25. 25 MODULE 1 POSITIVITY  Boomerang Effect Core principles  Minimising negativity  Positivity Model  Positivity strategies
  26. 26. VIDEOS: GOLDEN RULE Words, thoughts and actions always positive. No exceptions. Every day in every way. 24/7 On!
  27. 27. BOOMERANG EFFECT What you put out is what you get back! Throw out ‘POSITIVE BOOMERANGS’ 27 and you will receive ‘POSITIVE BOOMERANGS’ back!
  28. 28. BEST CHOICE Best choice: Help or Hinder? 28
  29. 29. BOOMERANG SUCCESS FORMULA Golden Rule (GR) + Boomerang Effect (BE) + Best Choice (BC) = Standard Operating Procedure (SOP) x (all day every day) 24/7 GR + BE+ BC = SOP x 24/7
  30. 30. SORTING THOUGHTS Brainstorm on the white board or in your workbook 30 Positive Mind talk Negative Mind talk Realistic Mind talk Neutral Mind talk Activity: Sort the thoughts from page 9!
  31. 31. SORTING THOUGHTS 31 Positive Mind talk Negative Mind talk Realistic Mind talk Neutral Mind talk -Its an opportunity -What can I learn from this -Everything makes me stronger - Challenges make me grow -I'm hopeless -I can’t do that -Why bother trying -I am good at.... & I need to work on.... -“it is what it is” -‘I accept that I slipped up’ - ‘I can’t change the past, leave ‘it’ there’. Some answers
  32. 32. POSITIVE THOUGHTS EXERCISE Great opportunity to learn & grow! Great Try!! I tried really hard at...... I tried really You can do it... Keep going, keep going. I’ve got what it takes to succeed. It’s cool.... mistakes help me improve. better I can work hard Reinvent myself That was a great Awesome work! effort Identify 5 positive thought you can use regularly!!
  33. 33. POSITIVITY TRACKER 33 7 6 5 4 3 2 1 0 Monday Tuesday Wednesday Thursday Friday Saturday Sunday WORDS THOUGHTS ACTIONS Save a copy of the Positivity tracker word doc & add in your own ratings for positive words, thoughts & actions for 3-4 weeks. Email your results to your teacher!!
  34. 34. MINIMISE NEGATIVITY Ignore it Minimise Negativity Keep the door closed! Make it neutral- ‘It is what it is!’ Distract yourself Detach from it Avoid it Don’t contribute to it or make it bigger. Put it in a De-energise it box Keep it at arm’s length It’s hard to be positive always. So, first decrease it!
  35. 35. POSITIVITY IN THE PAST, PRESENT & FUTURE MODEL POSITIVE MIND Past Present Future  Acknowledgement  Clean slating  Bounce back  Golden rule  Boomerang Effect  Best choice  GR + BE+ BC = SOP x 24/7  Minimise negativity  Positive Thoughts  Imprinting  Visualisation  Replace & Reframe  4:1 principle  Maximise Positive Emotions  Re-label mistakes  Opportunity  Encouragement- Self & Team  Positive Body language
  36. 36. ACKNOWLEDGMENT- PAST POSITIVES  Remember your past achievements.  Choose memories that enhance, boost and inspire you.  Past brilliance motivates, uplifts you & gives you confidence. Sports School Creative/ Socially Extra Curricular Work subjects Arts/music
  37. 37. For every 1x -ve 4:1 PRINCIPLE Replace it with 4x +ves Lets tip the balance on negativity!
  38. 38. 4:1 CHALLENGE CHALLENGE: PRACTICE 4 TO 1 ALL DAY- 100% of the time SUPER CHALLENGE: 4 to 1 all week...... Go for it!! REFLECTION: In your Journal, Rate positivity out of 10 Before & After your challenges.... Date__/__/__ Positivity Before ___/10 & After ___/10 challenge
  39. 39. ENCOURAGING LANGUAGE  One moment at a time  Back yourself’  It is my turn  I love challenges!  Nail my process  Get in the groove  Be tough  Think strong. Act strong  Discipline  Grind  Have a dig  Be present  Living the dream  Positive at all times  Love it  In the now  Positive Boomerang  Best Self  Stay calm  Commit like never before!  Believe in yourself. Trust it!  Here to do our best  Our game. Our space  I’m here to do my best’.  We’ve done the hard work  Nothing will get in our way  My time  Now, Now  Bounce Back!  Let’s go, let’s go.  Do it again  Good work  It is what it is  Lift  Make a difference  Keep going, Keep trying  Never give up  Steel, steel……  Limitless  Tough  C’mon  Trust in my abilities  I can do this  I can try hard Tennis ball exercise “Its an Opportunity”
  40. 40. POOR BODY LANGUAGE Interpret their body language!
  41. 41. GOOD BODY LANGUAGE Interpret their body language!
  42. 42. MAXIMISE POSITIVE EMOTIONS These positive emotions are:  Joy  Serenity  Gratitude  Curiosity  Hope  Amusement  Pride  Inspiration  Awe  Love Name 3 activities that trigger each POSITIVE EMOTION
  43. 43. SOCIAL MEDIA 43 To support POSITIVITY & SKILLS outside of the school environment. Link students to a positive community! John @BE_Boomerang Theresa @TheresaNovak_B E Boomerang Effect Boomerang Effect Channel
  44. 44. CONTACT & TRAINING More info on Website: www.boomerangeffect.com.au Upcoming Introductory Boomerang Effect Teacher Training: 28th October 2014 44 QUESTIONS
  45. 45. REFERENCES  Australian Bureau of Statistics (2009). National Survey of Mental Health and Wellbeing: Summary of results, 4326.0, 2007. ABS: Canberra.  Australian Bureau of Statistics (2012). ABS 3303.0 Causes of Death, Australia, 2010. ABS: Canberra.  Baer et al, (2006). Using Self-Report Assessment Methods to Explore Facets of Mindfulness. Assessment, 13(1) 27-45.  Benard, B. (2004). Resiliency: What We Have Learned. WestEd. San Franciso, CA.  Champagne, T. (2003). Sensory Modulation & environment: Essential elements of occupation. Southampton, MA: Champagne Conferences.  Chapparo & Ranka, (1996). Occupational Performance Model (Australia).  Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper Collins Books, New York, New York.  Dweck, C.S. (2006). Mindset: The New Psychology of Success. New York: Ballantine Books.  Daniel, B. (2003). The Value of Resilience as a Concept for Practice in Residential Settings. Scottish Journal of Residential Child Care, February/March  Fredrickson, B. (2009). Positivity: Top-Notch Research Reveals the 3 to 1 Ratio That Will Change Your Life. Three Rivers Press, New York.  Ginsburg, K. (2011). Building Resilience in Children and Teens. Giving kids roots and wings. American Academy of Paediatrics. Illinois.  Grossman et al, (2004). Mindfulness-based stress reduction and health benefits: Journal of Psychosomatic Research 57(1)35- 43.  Hassed, C. (2007). 'Healer know thyself': mindfulness in the training of health professionals. Psychotherapy in Australia. 13(4) 58-64.  Hayes, S.C. & Smith, S. (2005). Get Out of Your Mind and Into Your Life: The New Acceptance and Commitment Therapy. New Harbinger Publications, California.  Henderson, N. (Ed.) (2007). Resilience In Action: Practical Ideas for Overcoming Risks and Building Strengths in Youth, Families, and Communities. Paso Robles, CA.  Herring, M.P., Puetz, T.W., O’Connor, P.J., Dishman, R.K.(2012). Effect of Exercise Training on Depressive Symptoms Among Patients with a Chronic Illness: A Systematic Review and Meta-analysis of Randomized Controlled Trials. Arch Intern Med. 172(2):101-111.  Huppert, F.A. & Johnson, D.M. (2010). A controlled trial of mindfulness training in schools; the importance of practice for an impact on well-being. The Journal of Positive Psychology; 5(4): 264-274.  Keyes, C. (2007). “Promoting and Protecting Mental Health as Flourishing: A Complementary Strategy for Improving National
  46. 46. REFERENCES  Keyes, C. (2007). “Promoting and Protecting Mental Health as Flourishing: A Complementary Strategy for Improving National Mental Health.” American Psychologist. 62: 95-108.  Keyes, Corey (2002).. “The Mental Health Continuum: From Languishing to Flourishing in Life.” Journal of Health and Social Behavior. 43: 207-222.  Keyes, C. & Simoes, E. (2012). “To Flourish or Not: Level of Positive Mental Health Predicts Ten-Year All-Cause Mortality.” American Journal of Public Health. 102(11): 2164–2172.  Kuyken, W. Weare, K., Ukoumunne, O.C., Vicary, R., Motton, N., Burnett, R., Cullen, C., Hennelly, S., and Huppert, F (2012). Effectiveness of the Mindfulness in Schools Programme: nonrandomised controlled feasibility study. The British Journal of Psychiatry 1–6. doi:10.1192/bjp.bp.113.126649  Kabat-Zinn J. (1990). Full Catastrophe Living: How to Cope with Stress, Pain and Illness. New York. Bantam Books.  Langer, E. J. (1989). Mindfulness. Cambridge, Massachusetts: Perceus Books  Lazar et al, (2005) Meditation experience is associated with increased cortical thickness, Neuroreport. 16(17): 1893–1897.  Linehan, M.M. (1993). Skills Training Manual for Treating Borderline Personality Disorder. New York: Guilford Press.  Losada & Heaphy (2004). The Role of Positivity and Connectivity in the Performance of Business Teams A Nonlinear Dynamics Model American Behavioral Scientist 47: 740-76.  Moore, K. (2005). The sensory connection program: Activities for mental health treatment. Manual and handbook. Framingham, Massachusetts: Therapro.  Novak T, Scanlan J, McCaul D, MacDonald N, Clarke T (2012). Pilot study of a sensory room in an acute inpatient psychiatric unit. Australasian Psychiatry. 20(5), 401-406.  Pease, A. (1981). Body Language: how to read others' thoughts by their gestures.  Reivich, K. & Shatte, A. (2002). The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life's Hurdles. Broadway books, New York.  Reibel, et al. (2001). Mindfulness-based stress reduction and health-related quality of life in a heterogeneous patient population. General Hospital Psychiatry 23(4), 183-192.  Sawyer, M., Arney, F., Baghurst, P., Clark, J., Graetz, B., Kosky, R. (2000). Mental Health of Young People in Australia. DoHA, Canberra.  Seligman, M. (1991). Learned Optimism: How to Change Your Mind and Your Life. New York: Penguin Books.  Werner, E. & Smith, R. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Cornell University Press.

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