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#hmPter                                                                                                         w i t l - ...
Ia*clbr;op ?eeri           sacrnr                                                           s---gf:o*,"ce                 ...
Chapter 1                                                                                                                 ...
5-.84.BowrceBack!usesteachittgdp|lrtlacllestl.ltttdreet,idenca-infornledLl|ldlo|         lr1Jf,l,.i!ii,;:ffit   th ertr et...
Chapter      1                                                                                                            ...
gaclrl    Handboo4 y""*"]]ugorfrce                                                 units                The classroom     ...
g&&,rtni{r;).,.,:.                                                                                                        ...
fiandi:oo6 Yuurr          Baclrlgorfrce                                             s- g                                  ...
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
Bounce back ch 1
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Bounce back ch 1

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Bounce back ch 1

  1. 1. #hmPter w i t l - ri . y s , s : r t i s f i r c t i o t ra r l c lh i g h l i g h t s sL i f e i s 2 r ne x c l t l n g a n c j o f t e n u n p r e d i c t i r b l e _ i . r r c v the way ln mccting lifes a n c la i r ^ p p , r i " t - . n t r . . , 1 , , , - t gb r _ ra l s o s . r e c l i f f i c l t i e s ,c h a r l l e n g e s t sellseof uh. we ilre g:rin ;r"rr,rr,oic;rirlg sl<illsad t1cl.rarllc.ges, grow stronger ancl wc we nlean the capacitrtrfll t a l k a b t l , - r ltr L r n r a rrrc s i l i e n c eW e l l e c o n r em < r r er e s i l i e n . . , w h . n w e retlrr to il strlte w i t l - ra r c l v e r s i r v : . , ,h ac lc l s h i p - r . : r ttd e n -r r hp e r s o nt , a c l c l r e s s . h ; i k , ; ; . , a r r d c o eof wcllbeing. but ther:e.is trt.t rteeder,l coprrlg,skills to clealwitl-r challenges Yor-rng PeoPlc htrve ,lllvavsever-irrcreirsir-rbodv of e v i c l e r - r c e f r o r r l c i i f f c r e r r t c i i s c i p l r r r e s t l r a t s r lrrg gi e slto rtv- na t - - t l - r e r v < l r . l t j o f g s l r q e t l c r J t i t l t t sr r t e o l i i g r c l l Y s) ( ) t l l l gP e . I l t t c l i f f e r e n tf r t l r n t l r a t o t t r l r c r , i , l t - t s "*"*,11;IJii" rrrrge clifficult m,rr- ,1gre:lter tocl.yarenr.re likcryro erlcolrntcr .f and generationsThe negative .,...,rorrr,,,.es, co.npler events.ancl tl,-,,. ,l,rrun nrevious 111a1 firn-rilies b r : e a l < - t r p , e a t e ri n c i d e n c eo f b l e n d e d gr c h a l l e r - r g en c l r - r c l e : g h e f l e v e l s , r f f a n i i l y is hi irtrd e:rste r tlgl,.,. l"u"ls ,,rfedr-rc,rti., iriu" relateclto cybersafetl" ;r;;r;,r: ;,, .o.,.rpi"r. accessto cll:Llgs. than previous generattollsto cope :1, At the siulle timer )oullg people rnav be less eeltrippccl p r : v i < l r r se t ] e r a t i o l ] s f c l i i l d r e n $ h o l i v e d g o r v e l l w i t h t h e s ec h a l l e n g c sT h e p a r e l l t so i . and worlcl wars taught thenl skills rrncl thr.or-rgh difficult times such as ecotrotric "tt"it"] resilientirnd their fanlilies rvere irffittrcles thirt helpcclthen trl ber:onle[rdctrlerldentatlc] Llter-generetiolralsttrdie stlggest s usualli, part of close-kit and supportiue tt"..".""-ities t h e i r c h i l c l r e na u d t t r e l e s sl i k e l l r t r t l t a r t o c l a v s[ ] a r e n r sa r e r r o r e l i k e l y t o o v e r - p r o t e c t r e c e i v ec o n t m t t n i t Ys t l P P O r t irttclyoung people t<ldr,v are r-norelikely til becotrlealllotlS ;)) ltr responseto stress,.t-,it.1..n alcohrll ar-rcj/or clepressecl ac1 turn to ma[aclaptiu.] ,tr^t.gi., ,,,.h a-soverusing clrugsand thinking For ex:rmplet:.rtistrcs r-rnd behavir-rg anti-soci:il or risky w:tvs, ancl to suicidal l11 a r r d w e l i a r e s h o w t h a t i r e t w e e n1 9 9 6 r . e l e a s eb y t h e A u s t r a l i a n l u s t i t u r e , r t H e ; r l t h cl i 1f e s u l t t l f i n t e n t i o n a l s e l f - h a r r ni t l c r e r r s c c l a r - r c l 0 0 6 , h o s p i t i l l i s a t i o no f y o u n g p e o p l e 1 1 s 2 a g e d l 5 - 1 9 - e a r sh i r v et l - r e i g t - r e s t h b i , r l 3 , / , , ( a n d c O n t i n u e s o i n c r e a s . l" n j t e c n a g e r s t group-lsr hos;-ritalisation riltes for acr-rte int<lrication frrxl alcohol anlong all age , ,t)) StudiessLlg€lest th:lt an increirsingnurnber of vtlut-tg people suffer frtlm anrietl" cleptesitttl rnirkesit cvetl lrloe difficult rrcl clisrclersrelatecltr sulrstanceirbuser.R.ing.l.p-"ssed , " r e g a t i ulef e e v e n t s .D e p r e s s i o r i.trs e l f c a n i f o r s o m e v o u t l g p e o p l et o c o p e w i r h n o r m a l l " ) u i alsOLrecome <)nsof it.l.t-r".ainips rl-ratir young person has t0 fece. cir-rsc i.r, Thc worlcl Health orgirniz:rtion i-,redicts that depressionwill be the worlds lerrdirrg m o s t i l - n p o r t a l r d e t e r n l i l l ; 1 1o t1 t 1 ()f disability by 2020 and is also erpectecl o be th" "ttnd t 2020 t l r e b L r r d e n f h r r n - r ac l i s e a s i l l t h e w o r l d b v o n e
  2. 2. Ia*clbr;op ?eeri sacrnr s---gf:o*,"ce manr of the sigrrihcrrrr researchhas identified The good news is that Thats the bacl news v"l.l:: skills protective circr-rrnstnn"ltnnt cc,pir.rg and liie l:lp T:ttttt# [!l1;:Ji:ll ;:.i;::ffi jil,-l;r";ff --iti;*ril;i.**ltr:: i1s .rrtd stthstlttteeilhu5e. ,i***i:,T:F lc(tl.rrr.rrS ,-- liie issttes.It catt a t t s t )l l r l t L r r ( t ! . jus,v;1cciI1i*io"s -r..,-..,,.r",,r ii;*1ft1ff,;,"-1.1*..$;"i;;*;[.1ffii,J[JiJl];i.,,ies, ::;;;;;*,;T:o t t ;,copre |hc uou,* ,,c(,Llirc T*:;tn*fj,TT:::.*,:iii..i.,ti;il1, S o c i a la n d e m to: [.,-tutulectge, irttitudes alrd skiils ., .^^ their:enlotlons ,,- ,aaugnite and nranage goals s t r te n d a c h i e v ep o s i t i v e " t:t-::ltnttt ,, cletrot.tstrate crrring tncl iuncttn positive reiationshi ps establisl-r t1 n-nitittin ^" rrncltiurcs resilientlv . lt-ltlrlrlge iifitutt ituirtions tf tlttitirtttt. lrlJk( lcl)()lttiltt : il,ons nr.st are trre ,s Bo,,,,ce,Back! stlggcststtliIt *:*;*:::::ill,ijl;Illllr,lliil,li]1.;.., Ytlting people Reseirrch tt"til."".ll-"gecl rrrrr] essiLrl i,-,,.--rr,",-,,i,rttr.u."tf[t]titl sr-rce rerrrrirurrrl vitrror-rt *it1-, a,.r.1 sch..l sertigs ";;;;r..ri,,.t.n,, rrre crr bc eIfective in cttrotiotrrtlPrt-rtrlenls What is the Bounce Back! Program? leirrrri.g progfrlrr Bourtce s.ciill irncle.r-ti.rral Bctttnce BAC.! tsr,r precntrrtie,vh.re-sc...r to pi()l1r()te f]()sltlc rrd tcirchersir.teir efforts [J.rckrhas bee. c1er,e l.pecl t. s*pp()rt ,.1-r,r,rl, g11r[lerer. r. irct in prrrtic.li*, rn in rlrcir rr,;:i.,-;-,.,,..i, rrrerrrrl calrrr onarnr.lit-,"ing ii-re prograrn precl.rirrrrtlr.. tttcttses ivith.-crralre.*.r .u.r ".tu.rritr,. social irnd etrlrlti.uirl r.csilie.tl *,he n facc.cr ttt.ttt it-tti puilue .,- clrrssr.r., r,r,,r.gi"r ;tntl rlctivitit"il".,ttft Baca! alsoicttses 11s o t() o,tii. ,titt s" Bortnce ,"i*r.,, rr..i.r.rir,,..r rh:rr sLills nt"r, tlrlrt it.ttcr. ertcl tc.lrclrcr-stttclelrt relatitlnslritrrs lelrrtrirrg t-ttr,irtlttttietrts tler,cl<11-., tl.pes tlf tl.re .i!:::i ttr "";:ll:;.:"i;;li,llli,rre.1 rcseercrr lll ::::.,:#i:,1.il:l]l;1!ut.- rrre rv Thc er iclenc- (SEl-) Prost"rntt ,:tttd/or.tt"ti"t"t"tt"lttt I-.lt^:ttg e ifcctiVc pre.e1rilonPr()srrtrns [eetres i*creases he efiectiverress.t t p 1 . L _ s ( r r 1 c rc i i I 1 . * , i r - r g t s t r . r r g r r , s , g g c s r s a t t h e t health rrd rrelll-rei.g stutlets irl prngr.n-,, clcsignccl ,,, t,,rr.lrp,,iri"nttnt"l the p r o g r i l r - nr s l r o t ] r r s t r r r i fcelrrrou -l p r i , g r . r r , ,T h i s n r e a r r s h r r t . t t . t t , t r o g r t r , , ; ; ; . , , ; ; ; ; :lr - s c l ; t , o l c cl:lssrootl1 ttrcl r f l r l c l g c n el a l l i f e o f t h e a c l c l - . n . b r - r ti s c n r l r e c l t l c itr l t l t { - t i i t u l t t t n l " When ri f r T l i i i e st l l r d t h e c o u l t n t t t l i t r * t6c sc6..1,.. irrrl in.lyc, o,.,rr-,.:Ji1t"tirt iit rrrtlirrkcd t() othcr" p f ( ) s f 1 1 . 1, " , - , - , i . . i . i " a , , thc skrlls..,r,r:;nr, rlcl trtlclet:stirncli.gs c < l t l t e x r s J l r t u " r i . ] t " . i t - - l t r s s r , o t .tu - t t ; - l a v g r . t t u c l r l curriculut i t l e i t s i - r r 1 . t1 p l i e t l , , r . , Lp p " t t i t " s i t r t c - r t l c t i t l t rst r t l l rr*ti c0llcelll:s t t l t u 1 - p t t " t l l r vt c r l c l - r i n g . u et h i rrlLres, liilll s "" t" act itl rrcctrt-tlrrric ttptit:nttt. nttl teilchel5 t , r l r c r s c l - i . . 1a c t i t i t i c s ^ , t . 1 " t"atttitts ttitttrcacttrrtil Acrtl:ric rc,ribc,,s i,trcstntttt ;l]:;,:11:,;,;..];:J:i;ll],11i.,,,, ,t,t(t <lr ti.t.ttl erterttltl ccltrstilt.rtlts (l..-,tl-,,.l. lilielr vhen ,.".1.,, itrtprtlv..-t-netrt nr<lre is *r*r .l.ll,.: t" r*s.rc1cts lrlrt thlrsl alrcr i"sl ij::;:lli];,ll;];l,:".:;i:r::,i::::ii,:t l r t l i i f i c r . r l t i e s 1 1,.] . ,;rt l r e. l l l r r t . i c l c r - r t i f i e te s risk. l.ttrtrrctrttll l t l f e 1 1 1 ( ) rlek c l r t < 1 - r r o c l t l t t i " l t r l t i - r L - r 1P f t ) g r i 1 t l l s r rr rr L s I t t t t Q - t e r t t t, t t t J t t t t t t l t i - t " l r " Iltt ltr,rgr.llll t;tttiallv tlicn tr*rght icross irlrcs ,,.trr"l;"ii: t , c l r . r r i r g . c r c f i r s , r . 1 a r . n - t , , r . Lt r1-it-s 1t:: tttttltistr!tttt;l"tn"t:; l:l*l:,::,:l:ll:lTliJ::iiJ,:i:ll::l:: 1l:t 7trtvrtrtrli v c rret rrrthelthrrll rr stt-tgt ti eorrtcliti;tttcl irliircclicrlts" 2
  3. 3. Chapter 1 irilt rlrlr.tclion foc,s rn both lerrrirg1ad c-m.ti.nirl fivediiferent aspects socialarrcl of l containat reast g anti-social twi otr bel.r r ;:.(-1 or prorloti ng puituJ ili;;;;;; "du(-:in earlYitt tl:eir schcxil;rgMost revrews to sttrderits u.,, :.:ffi i;r *;j:l i,lll** il;: :J;Ji.Ii:, i ,r,,irrintt-rtleln,ererl p,.*1 ..,,ir The ltrogrdrr, i". ilore likelv to be ru: ::iil::: I1il: ttLt"1.-,-,.,.. ,"f frirt rf-,.enclof prim.]r.rv tariled cognitile s/<r//s ir"nl ,.*:;;ffi1;:;l;;T:.":,Ji,;l,,Poi)ilil1p.,ii""of " belorv elaborated T;i;;"ttt it fur:tl.rer ltehrttiomtl rcBT)ttpltrrtacltes) Bounce Back! The core features of t""::::t:;"rr;,:"i"l:d::l;"::"!;::; contains tlteetilertce-irtfrtnrre| oll Back! 1. Bounce studetl oi eiiectitteness irnltrotittg irt leatling trthiglterle::tels prosrail rrndn.t lust ar1 ti:: BounceB"kl;;lti;-,;"" "l; ;t;;;ltoltl"l*""1 nrs.err n: .ac1c1.c,n, ,,o,"*"i.i,r,"i,1aii,1ii[J:f;ffi,j:,,fl::l: i:,?*o strrclerrts of schooling and the Program rsc : ,ru.lt.t,not iustselected ,.,;ri ,.::,; universal tsdck!is:r Bounce o,.,*Jlli;,rilt tn consolid:rted ."n be further concepts HOwever, andskillsf..r;;i];;;;i,*,o* ;{;;i:i,iilill;,?r*rilliJl.n., who the hzrs closest relationship rr rvith ,,,.r that is usually pri"-n."rcltools. tl-re terrc6er clrtssroonr r" par:ticular.i"r, r*d.rrr. nr I n s e c o n d a r y s c h o o l s , t l - . u . " l t l - . , , . . E " * rl)evelpn-renta n c ] e l i v ecareeN4anva n r i l s c e l l r . . . . 1 1 - . c Pastoralr . t l r p r o g r or reachers who h:rveresposibilit, ;;r,i;;?;(;;]al areirs sribiect Fot ,.".,.r, in otl-rer aspecrs of te programcan olr,, lr.p,.i;;;^;,r can be integratecl with rrspects the ,i.ior.rrage (see unit classroomResources) ex:.rmple, Studies Uauctrtiot.r of Englisl.r, History Health ntf igrtl;t "11:ntnl thal.t uore five diftererrt ,,jr,; BounceBackl usesa multi-strar.li. nppr.rncl.r-c.ttt:tirls the prr.otio. .t il".t.i;*. and focu-ses o. b.th aspecrs r..i"i ^lrd .,-r-rotior-,al ()r belrlrviotrr. reducticll-t illiti.stlcial of ptlsitive bJ:.,;;"l,l. ancl tlre fr:or.cogr.ritivc clrawr-r behaiour ,:,: Tl-recontent of Bourtce Bdcklir;;;.1,-"-r.rtl1 trr skills ccrncepts ti., SilfJ"tlllossible, scialaucl the en.rotr.tli51:::]:1ge ancl ,,,:i::i,::;h:;;":;::;i;ll;:.*;i::;::::w"rcd pl,i"ciptes ps,ct:cilogicat z on the core psvcholgical prir-rciples The conte*t oi ttreprogra.r o",tti"t*nittt"t-"ry ,, supp"t for the eifica. (CIBT). Ti-,.tt is more reseacl- fr.fr."i."l"l t1r"r"py of cogr-ritive tYpeoi tl-rerapl" ,!r feelir-rgs beh.auioul and th:rnthereis ior trnyother that o of cBT in changing on the unclersta.dit.rg o uir1 cBT, which *"r;:*;;;ilo-dulp"d ;;;;:;; 111"ed vt)u behave Theref,re g *ititr.t in tttrn influe.ces1.e1ry 6 hw vou ,r-,i"r. "iiilr;il;;;;;i=r un,-,carrhelp vourselfto change vciur c bv adoptrng -"r. o.ruiu. lnd r-n,ionoirninki,-rg of the basic d and more ,"on;rri.",.iapplicationrltt{intt-tents E beh:rviour. Two specific m < l c l e l c l f C t s . t h a v e p a r t t c u l a r l y i r r f l t r c r r c e d t h c . ttJt,**j.:^tjarned{)ptilxismrr e s e r r e A l b e r t oi"-t<liBottnceBack!.Tlr rl1"npytt and Martin Ellis,s RationalEmotiveBel-ravior-rr program evidenced its is 5v the psyc6ologic.rl i;;;i theBonnce.Back! Recognitiofor Psvcholgv in Cn.t.tn.tttnit-v Ai;"; in 2003 fo Ercellentt beingaward.a ,ir.-nrfri Wir]kler Stxretv Psychological (Appliedn"r"n"h) bv the Austr:alian Psycholog)lttotlel ,rltoits the Positiue 3. The oueral!dpproLtch Bourtce.no"it itt iocttsof psvchological and shiftedthe prin-rary Positive Isychology a modcl h;;; is trndtwards problemsand treatment educational intervention away fror it"u .n cleficits emotions the " and positive This includes: sr.rpport engagement for a focuson prevenrion. building .f ar-rd J;t#;,,- i;i?;,;h" identitrcatior.r develop.rent a sense meanirg of of of socialand emotionalskills that individual strengths, and the ,n,."-""u-tlt*ittiti"p"1t" Positivel)sclrclltlgr., ,.,,t"n.. a,-d .,u.,,-11 rvellbeing. cclntribute po,i,iu. relationshi.p,, ,o supported bv researcl-rr new nodei, i, ni- rifnihcantlv 3 ,rlthough relatively a
  4. 4. 5-.84.BowrceBack!usesteachittgdp|lrtlacllestl.ltttdreet,idenca-infornledLl|ldlo| lr1Jf,l,.i!ii,;:ffit th ertr eti callY srtntd t strategies teachitig " :ll:l^:l*,:1ll T l r e r n c l s t t r e q t t e n t t y L 1r.rseclt t t . t , l . . . . o S€LtLCctLr "A1li::i":l:::.Hil*li ,,[il:;;H[li::J ::Ji,il:.ij.*"iI t::,1 :j ::ii:il:1" T:,:. ;iffi , .t.nrni,,g, whichthere extensiie is for ilil :,T - :"id","t: :^t]llll ]i .|, , ,1.," :ru,lf ::iil. ;ll it^" air.ursicr,rs,r,.,.;l:ti ffiluiili:*,:t 1 l;:,ui ::J,1ili il]l,,hig,h-qualttv llterature e14lrLtrL discussicrrrs n wellbeingitpit 1: :J L/rr" ", sttch as relationshipt:,lll::::::l rrirge itncl resiiiece. " i, o ,:,,, i,ttcsr,,ttc(t!1";;-::"*),,ii,,i,,ii)ir.iit,e .t,.:,.l::,l,ii!i,"^,,1Jii,l,:, ,,",i.ttt,rt ttretts. rVrathe..rirtics, Lcltrcrrtr.rt .s.J.,... t,r-,,il:,]:^r -i..,,..1, Religi.us.,.,,.,*i;;i[::li;fi:: social e,orion:rr ancl rearing acrdetit rnirh i..,.,.I le,rtnil-rcrn ith aclldelric ;::iiTlVffii:ilij*,.lx,lii*I;,,,.i,,.*,.,.,,.*t l e s s " :tllu LrrL pfogflllll efiective incretlse a(rn,an, has been shwtl t. The background of the Program t c s c t t r c l1 r I o i c c t t l J a c k ! L ) r ( ) g f L 1w1 sl. t r i a l l c . li n i r i t i n t l a, A r r a b b r e v r : r t e c le r s r o no f t h eB o t u t c e v irl Victori:r i1ncltlle berween the Dr.Lrg Eclr-rcittion sectio ,rt ,f-t. mptl"ttnent .i Ecluc:rticlrt F : r c L r l t y o f L , d r . r c i r t r o l . r i l t D e e r k i r . r U n i v c r s i t y r . . l , i g t . . t e lT h l rs ets wle t e ir stv c lllg , eicll ic l itlr ie rls i n g t h e rc er el che tr aL r ht l n a l e t,"t l4 weeks e p r o g r r l n l i n t h e i r Y e a r - 5o r Y e a r 6 . 1 r , r r r , , . , n sectilirratrcl fr.tlr cliffeent s.ci.-ectltrclnlic areasi sch.ol col1]l.ltte, tl*t i,-r.l.t.ledsch..ls irnd sutrltrban schoclls prlrrr. r.f-rtols; irnd rurerl,inuer-citt w:ls rtser,friencllr ,t.r"r,t-r. Bounce Back! progr.1lrl All tlre reachersrn t6e stcly reportecl seren f the eigllt o . f t + * 1 . . 1 . , o f t e a c t r i n gt h e p r o g r a m a n d e a s _tv i m p l e n - r e r -Att. t 6 e e d o r rttltlerpintlrc proerrrut that reachersrepgrted gre:1ter colfidence irr teachirrgthe coping.skills c<ttttrsel o,J g"tott tn"tfitltnce in their abilitv to They also reporteclmarkecl imptovetnett$ bettcr They perceivecl thai rheir use of the progrilln iacilitated ancl support their sruder.rts. ft.ip.a ir-r the stndent tt.tttt.t"gtteut pers.nal of c.mmunication with their: stcleir, ,thi.h progratll irllprovecl r e p o r t e c lt l - r a t e a c h i n gt h e issues:rs ell as schoolwork issues. ll t"atl-t" w A tit]les r t t l c lt h e i l c i l p : ] c i t Y 0 c o p e n i t h . c l i f f i c t r l t t h e i r o w n p e r s o n a la n c [p r o f e s s i c l n arle s i l i e n c e rlllle to leartl irr the eight classes rvere The researchalso demonstratedthrlt the stttcletlts ratc :tftcr rvitlr:lr-r average 80(lir stlccess rurrderstand and recall tlre BouNCll-. flACIil ilcrollvnl pr<lgiranr, sfttdents, shtrteditn illclcle irr |.esilicrlt l4 weeks of the progr:rnr.At the er.rd the oi l-rypotheticrrl optimistic arrclhelpftrl ,t-lint ing, rvhcr-r askecl solveproblems ir-r to thinking, especit-rllv cclpingskills in stncletlts reported tlsillg tl-re difficr,rlt situations.ln fclcusgroup irrtervie*r, ,,,r-,,-,v S.me stuclents menti.tred t6ey htrcltarugl-rt tl-reir: own lives,i.clLrJing.liifi.ult filrily ,itu..,ti,r,t.. oI tlrelnbersoi their iarnill" During the l4 "veeks sgnre 9f theBottttceBdck! copitrgskills t9 sottlestuLlelrts spolrttllleollsly trsing the BouN(lL tlA(llil the program, teachers trlsoobservecl arrc{in s,ipp,rrtir-tg their classrnates rrtrcl friellcls st:lter.nenrs real-life stressfr-rl i sltr-rations TheprclgratnwaSfrrrtherdevel<lpedinc<lnsrrltationrvitl-rsevertrlofthetrialsclrclcllslrs prirary sc6o.ls. Theterrcl-rers and stttcleuts these sc6ttrlt i well .s a range ,,t ^.i.1iai,,,,.r"1 of Bounce B a c k l c r r r r i c u l t r nar t i V i t i c s c p r c r v i c l e cm p o r t a n t f e e d b : r c k r l t b c i m p l e m e n t a t i o r r ii o KidsMatter iN prinrary Hearth N,rental schoors whichis sr-r;rpolted rnitiative, KidsMtrtter an Ansrrarian is Departrnent of Health ancl Ageing i-tevotrcilrlue: ir partnership betrn,een corlrno,*e,.lth tl-re PrinciPalsAtrstrirlirr The Natirral Depr:essi6n lnitiative, Thc AtrstraliirrlPsvchologicalSociet,v, of im;rrovc the rnerrtallrealth and rvellbeirrg 1-rrimarV ir^c[ Australian l{otary I lealth. lt rrrmsto :lmong students and irchievellfeater Supp()rt school students,,.du." mental tre:rlthproblen-rs wetc pr.ricle-l for srudenrs.rp.ri.;:;; rnental healtir pr.blers. 6 2007 and 2008. gants BounceBackl was selected 64% .f thc schols bv tcr 100 rimarv sch.ols ior tliis ptlrpose. emotion:rl lerrrnirrg progr:lm TlTefinclingsof thc thar chose tO implenterrta specilicsocial ancl initiative irrdicatecl uere sigttihcrrtlt th:rt tl-rere evaluation of the effectiu.,r"s, of the KidsMatter parenfs/caregivers and sttrderlts.rer th"tr()-eilt :rnclpsitive charrges schools,tc:lchers, ir-r
  5. 5. Chapter 1 I nt loill t:t.ittt.t in srudenrs i*rprtrver.eurs significarrr tr.irrr. particula! rn werestatisticirlry prircticallv there arcr and crifficulties incretrseclnentrl triottt., i;;;r;-, of botr*Jil;;r,;;tnt menralr.,""iri r.ne,.rsnred wbo uere for students apParerlt herrlthstrengths. impactoi KiclslVlatt"-*tespeciiillvfc sttrrti the triit{ Tl-re Jigt.utttt at rarecl having ils L,igh.;i;;;i, ni nr.n,olL.o*h Internationalexamples iucluding irr , 1 itl nlrluv schtltlls otttst Ar-rstralia, icle hasalso [-een impler-l-rer.rtec] BortnceBack! in BounceBack! .i,r-. inrplerrenratioof ,,u^i,,..,i.,; Sor_rthAfrica and scotrand. two-,v"n, A fnuntl sir-ilarbenefits fr both stttcleuts pertlr-Kir.ss,,,r,-,-,,ni.,,,lnn,l prir-raryschooisin the Back! trial reseirrch stuclv concluctcd to thoseobtainecl ite origir itornnrn ^,rr,t activitres and teachers Bounce t.itit.1,:11: Bacl<l r:eported th:rt thev ;;ti ;ll; in Victori.rs.Studer.rts trnclopportunities f.r:rctive lrudcooperrtiVt and particurlarlvliL..j ,t-t.iu".i.,y rrct1vities tlf learnir.rg the Prclgrrrm irl from Bounce Back!? What outcomes can you expect T h e r e s c a r c l r o n w l - r i c l r t h e p r : o g r i r n . r i s b a s e c l . t l r e K i c ] s M l . r f t e r r e cto behachieved for l r o u t c r l t r r e s likclv l 1 [ c l r l l d l e s c i r c that tl-refollonrng oLrtcomts-are iclentifiedl,v C,eSl.li" i-ttlit"it BackJ acloss the irnplellrentiltiorr Bounce oi rxilrly stLlclents after consistellt irrlclefferctiic skills pro-social en,orional trlc-1, beaviour ::ti:]J.:lJ].ll;il]l,"renrss<,ci,rrand cspecially for those who cor-rldlle rlll stttdetrtsbut 1.,) lmprovements in retal he:rlthfor a r r dd e p r e s s r o t r ) i n e m o t i t l u r r lc l i s t r e s si e i l r r r i e t V ( c o n s i d e r e d : r tr i s k ; a r e d l t c t i o t l i:i,illltorepositrve.stlpportiveo.tdp"u-otirllschtlolculturethatcontributestothereclttctiolt of school bullYing leu.l, rrf ,f.td.nt cntrectedtresst. sclr.ol ;iJ. of students offerirlepcersLlppolt fr:ierlcls clirsstrates to irncl *r?"t.t ftt.fit.l.r,,a olltcolres learnirlg acrrclentic improvements students tn irij,., levels teachet: of resilience welllrcin;; irnd more effective teacher supportlrul ctluuselling stttdents for The Bounce Back! curriculum Tlrere rrre three levels in this progral.tl: , i ---.:.-- -.-1.,,.-l -.... irl tl-refirst t6ree vetrrsof prirarv scl-roo1r"rg 1. years K-2, lvhich is suitalle ior sttlclellts i.e, sturdet-rts agecl:rppl:tlrirnatcly five to scven Years vears of trrritlrrrrv for stucleutsin the thircl rrntl fottrth ,l( 2, Years 3 EC4, whicll is suital-rle o eight tcl ten vears s c h t l o l i n g t . e . s t u d e n t sa g e d a p p r o x i r n r r t e l y o si-tthvears of prinrav sc6o,ling € 3. years 5-8, whic6 is s,.,itaLlle foi.tn.l.t-tt, i,-trt-t.tfrn trncl € junior sr:conchry, stuclerrts i.e rlgecl ilpproxirntrtelY.lI to 14 -vears E ar-rcltl-re two r;;;;i first d -fhere On one sicleof errchbtl<lk rrre tltee lJor.ntce Bacl<lbooks. as well rs online "t""tt Fi ,rtld resettrch tl-rattrrrderpins Bounce r:atiotrtrle is the Handbook, wl-richoutlines tl.rethcor,v. its delivcrrOn the str:ltegies rlnd resourcesftlr Back! andclescribes detail the kev teachirlg in to the level rvhich contains rrll classroonl activities pertainir-rg flipsicleis classroom Resources, Thebooksarealsosupportedl-ryonlirreres()ufcesthatinclr-rcle: ; r t h e F . l a s t i e i t t r n i t Y .o) blackline lnasters for stuclentrrctivities a r - r c i e l l b e i n gm e s s a g e s w o i n f o r r n a t i o n f o r f a r n i l i e so n t h e | e s i l i e r l c e roi tools for tre:lsuring student lvellheing and resilience referreclttl .i.i cletailed lists of all the books, songs filtns ancl videos iii intertrctivegames and rrctivtttes t, c l i g i t a lt e a c h e rt o o l s T h e s e a r e a v a i l a b l eo n P e t l r s o nP l a c e s @.b;
  6. 6. gaclrl Handboo4 y""*"]]ugorfrce units The classroom vearleels r- .-.rr-- -nnronrrare EachClassroomResourcesboclkctltlt:rinsnineutritsofworkattlreapproprltlte,Vear Theseirre: ^nd .urriaolumoutcomes l C ,r r ev a l u e t 2. PeoPle bouncing back 3. C,ourage side i. t,ooking0n the bright -5. Emottons 6. RelationshiPs 7. Humour hot k r d ar i rr cHANI rir rr hct at I & 4 rh e a rs -1,b..k. ye K : 3 . *l : l l+-^R r olie pearsonof isrrosr. places.r.ris c:rrr ror-urd on concept elastici* *.iJ.ffLt.f,.l,,.ilil be to te scientific , xlff,,Lx h.rnon;;r,lt;;tt @., a Mathso,-,d s..n..;;;h",link, Unit 1: Corevalues (Aesop) how small is ever wasted No act of kindnessno matter Watchyourthoughts,fortheybecomewords.Watchyourwords,fortheybecomeactions. W a t c h y o u r a c t i o n s , f o r t h e y b e c o r n e t r a o l t s . W a(Aristotle)a b i t s , f o r t h e y b e c o m e c h a r a c t e r . tchyourh your destiny Watch your characterfor it becornes core .,fr"u"ilf:-.:::l:ll.ii:lJill[il-:,:.",:;:,T"5:,:ili::ti;1ili""u i1 rrre vaiues o teacrri.g iniii1i",,io^s activities .it rocus ad intrris i[;:u:lT]:il,J;#i,:,?.1i t h a t r e f l e c tt h e l o l l o w i n g v a l u e s : ways s t u d e n t sh o w t o b t h o u t i n rOr Hclnesty o Fair:r.ress (including s<lcialir-rstice) ,ir) I{esponsibilitv comp:rssttltr) i s r S u p p o r t ( b e i n gk i n c l ,s h o w i n g c a r e a l l c l C.ooperation sitle i9.1 a.d hnding the pttsitie (accepttn respecting,living with Lg, ior Acceptanceof differences a.d behtriour (i, i:$::::il:il: ,,:L,lidieelings others; of selr-respectcvbersare eg irr icludi.gc,thers ,{r}i[T:il::ffJt;:i:i,on friedlva,rd (being srcialrl,responsible, g a m e sl,c t i v i t i e ta n d c o t l v e r s r t i o n s ) pervasive beliefs errdurit]g :rncl that eachpelsonl"rolds Valr,res the relatively are stable, or iropoftantin life. They are the pri.ciples ,-,-,,-,rt :rbur whar ,, .,gl;j;; *r"ng "nd loral ma;r which ue .hoi..r c)r-rrvaluesfoin-ou standards that guideour behaviur ancl Thel value-b:rsed decision facea moral dilemnra or consult .u.ry r,-. *e haveto make:r clthersand h<lwrve ottrselves individualsholv we see as also fclrmthe basisof how we seer interpret world in general. the enr with a focus.n pro-s.citrl schooland classroolll envlrolll A caringand supportive in irnti-s.ciirluatvsrs 1.,r,tii"iyr"rr",r"ra*ts will behave valuesand behaviu., ,,.,nk",it L < t v a t a n d l b o m e y r t , w h < l r e v i e w e c i t l - r e A u s t r a l i a t r G < l teachingn t ssigrrilicantlvi c e s S C h o o l s v e r u t n eancl G o o d P r a c t cluality project,.o,-,.tud.i that teachingunl,-,", at the heart of is influencesrf-tatuttupmentofpositiverelationshiprsinschools P r o - s o c i a l v a l u e s e n r p h a s i s e t h e i r r r p o r t a , - , . . . o f h a r n routy , i . e . g e t t i n g * ?tr-t. . o n socialproblerls 1 : :rncl sorting collabrtratrng, treatingother peopler"ity "na kindly The c.re pro-social virlues honestr" of a mannerthat n1aintais frienclliness peace. ancl careor:corpassion), ctroperatrorf ilcceptrtrcc fairness. ."rnr,*tiriiiir, ,uono., (alsocallecl 6
  7. 7. g&&,rtni{r;).,.,:. Chapter 1 { n t . ro c l u c t l o n v a l u e st h a t a r r e i n k e d t o t h e l a n c l f r i e n d l i n e s s / i n c l r r s i o ne L l n i v e r s i l l ar of clifferences, specl re all these rrllues and resilienceEn-rpathy other:sunderpirrs ior dei,,elopment ,t.llb"ing uf the likelihoocj *itl" tl-estpro-social valLlesit irrcreases When stuclentsL).huu. consistentlv by otl-rers. These values also l-relpyoung rhar sruclents will be more acceptedancl supported their firnriiv, p...t arrclteachers Itl ir large-scalesttrdv of 9000 people ro lre connected to nlost prevalent Llr()tt.ctiYe in core values w:rs iclentifieci otre of three as vorlng peopleuu, ttelref a Australia toc1a.v. I3elongingancl feelirrgsupported are criticrrl factors for young O.uOi. in stuclentsto cope rvher-r t[ev erperience difficulties frustratlotrs protecrive pr,r..rr., ,,.,helping valttescan iltcreaset)nessenseof being a clecerlt ,rr-rcl hard times. Actrng oll strol-lgprtl-soct:rl f.r;leers rvho ancl irt the sirme rime pr.vide solrle stlpport sr-rccessful *nrth#hile perscrn, ond n-rightneed it. p o i n t f o r h e l p i n g s t u d e n t st o d e v e l o p T h e t e a c h i n go t p r o - s o c i a lv a l t t e si s ;a s t a r t i n g s t o n e st o r 1 T h e v a l u e so f c o r n p a s s i o n n c l r c s p e c tb e c o t n es t e p p i n g a ro-social behaviur. i s a r r e s s e t - r t i a l p e c t f t r e r r i r r g s which, in turn, iirp.rni,,r towirrds respding with ernp:rthy ttggressively tlr etlg:rgtngtn others with r-rnderst,rnding and kindnerlsr:atherthzrn beherving aclopt the value of cooperatiorl, they are lllore operr to builying behaviour. when str.rdents teamwork ar-rd ffective e l e a r n i n ga n c l p r a c t i s i n gt h e s o c i a l a n d , : u t o t i o n a ls k i l l s t h a t e n a b l e oltthe vtrlltesof fairnessarlcl honesty directs stLldcntsto rranasement of conflilt. Acceptzutce cl.reating ancl heing:r goocl Vuitlner learn ancl r,rse sociirl skills suc6 as plirving firirly rather thar-r ,tntl l, rter. values also corrtriblrtesto stuclents sensetlt Livir-igones life accorciingto pr<t-srocial w e l l b e i n ga n d m e n t a l h e a l t h m e a n l l 1 g r p u r p o s e a n d h a s a s t r o l l g p t l s i t i v ei l r - r p r l co n t h e i r o t T h i s p r o c e s , i , i l l u r , r n r e c lb y a l o n g r r u d r n a ls t u d Yt h a t f o l l o w e c lh i g h s c h o o l s t u d e n t si r r t r late aclulthood, a time intcrvirl uf *,r.,. than -50yearsar. The students were first interviervecl T h e r e s u l t so f t h e s t u c l v i r r t h e 1 9 3 0 si r n d t h e n a r g a i n v e r y t e l l y e a r s u n t i l t h e l a r t e1 9 9 0 s c t h e i r v a l u e sb e c a n l eb o t l ] i n d i c a t e c t h a t t h o s e a d o l e s c e n r w h o h a d t r : i e dt o l i v e a c c o r d i n gt o l s psychologicirlly and phisically healthier acltt lts Unit 2: People bouncing back neverfalling" but in risingeverytime we fall (confucius) our greatestglory is not in T h i s r - r n i t n t r o d u c e sh t t m a n r e s i l i e r - r co r t h e c a p i r c i t yo f p e o p l e t o b o u n c e b a c k a f t e r i e. e x p e r i e n c i n g l i f f i c u l t i e sc h a l l e n g e s l h i r r d t i n - r e s[.n t h e Y e a r sI { - ) b o o k , s t u d e n t sa r e c , o ir-rtroduced the acrorrynr BOUNCL,! Irr rhe Years .l & 4 ar-rcl ro Years -5-8 books, thev are i n t r o c l u c e crlo t h e : l c r o n v n B O U N C E B A C I ( ! T h e a c r o n , v r r lr l r e f o r m e c lb v t l r e k e v p r i n c i p l e s s undcrpinningtl-re coping statements. B a d t i r n e sd o n t l a s t . T h i n g s a l w a v s g e t b e t t e r .S t a y o p t i n . r i s t r c O t h c r p e o p l ec i r n h e l p i f y o u t a l k t o t h e n r . G e t r l r e a l i t y c h e c k I J n h e l p f u l t h i n k i n g m a k e s y o u f e e l m o r e u p s e t .T h i n k r r g a i r r Nobodv is perfect-not you and not others. C o , r c e t t t r a t e n t h e p o s i t i v c s( n o l r : r t t e r h o w s r r t a l l )i r n d t t s c l a u g l . r t c r . o E v e r y b e d v e x p e r i e n c e s a d n e s sf,r u r t , l a i l u r e , r e j e c t i o na n d s e t b a c k ss o m e t i m e s , l o t l j u s t v o u . T h e y a r e r r n o r m a l p a r t o f l i f e . T r v n o t t o p e r s o n a l i s eh e t l . t B l " m e f a i r l y . H o w m u c h o f w h a t h a p p e n e dw a s d u e t o y o u , f o o t h e r s a n d t o b a d l u c k or circumstances? A . . . p t w h a t c a n t b e c h a n g e d( b u t t r y t 9 c h a n g ew h a t y o u c a n c h a n g ef i r s t ) . C a t i r s t r o p h i s i n ge x a g g e r a t e s o u r w o r r i e s . D o n t b e l i e v et h e w o r s t p o s s i b l ep i c t u r e . y K e e p t h i n g s i n p e r s p e c t i v eI.t s o n l y p a r : to f y o u r l i f e . T h e a c r o n y m s h e l p s t u d e n t st o l e a r n t h e s t a t e n l e n t sT l - r e r es a l s o a f o c u s o n t h e w e r V st l . i i w h i c h n a t l t r e b o u n c e sb a c k ( e . g .b r , r s h e g e n e r a t i o n s k i n r e p a i q t h e i m t r r u t r e v s t e m ) r , s a n c lh o w bounceback after hardshi;r. p e o p l ec a n
  8. 8. fiandi:oo6 Yuurr Baclrlgorfrce s- g rnd T e a c h i n g s t u d e n t s c o p i n g s k i l i s n r a k e s i t nfr c l r e l i k e l ,nt^n"gth e v w i l l b e distress e s p ( ) l l o n v t h a t t emotionala b l e t O r ,..il ,in-t. ntiutsitu effectively and adaptiely to challenr:, cognitionbehtrviorrrs rrncl nf *.ttt.,.i,.rg. C<iping ri,fi, fit""ta: tn:t apier rrncl haveoptimal levels :].:nlt,tli"""ig t" tt," .l,,,rrru,,m and plavgror-r.c1 attitr.rdes making irr.i.itr", for more procluctive Unit 3: Gourage Webecomebravebydoingbraveracts.(Aristotle) of fear (MarkTwain) to"i-*ttery of i"u not absence Courage resltienJl is The focusof this unit is clt-t: (accrg rrelp heroisrnbr.rer*o ;:li:ixiliffi:H;ffi,.ilijiltl:il!:;::::ff: l r i s k - t a i n g n d f c l o l l to snorl:el) S O m e O n e e l s e ) , t h r i l l . s e e k i r r g , l r r t l f e s s i t l r l a physicalk(egalezrrnirrg a r d i r r e s s r t" r.-) recognising that everydrrvcourage ca" "iift"t p s y c h o l o g i c a l ( e g " " t t i n g u u 1 u t , i i o p " t , . n t w i t h a i r i e n.c li)n g rf lroe a l s er g is e iin g c irttir ns e c l ) or i r d ( . r L ppo ci g tr-l.,,tk.f l s son]eone w h o r s b e i g t r e a t e a* . t " i . r o . i . r n t r " lnav ll()t one Pelsollscarred 11el/otls or {;i:; trnderstarrrding that fe-a,is relatirre--what rltrkes ( r l l l e [ ( ) L l s m a k e a t l o t h e l p c r s o l l s c a r e d r-rrclrecourageouSll-ll11l1l a r e i r s lv f ,.|i, developing the skills artrd perceptions tlrirt lelrcltc.lbeirrg o n e sl i f e ( e . g p L r h l i cs p e i r k i n g i ) thlt caLlse face threatening oIdifficr-rlt situations ciourage is defi,ne.las tlrecapacitl to S t r o n g e m o t l O n s s u c l r a s a t r x i e t y . l r f e a r , w i t h < l t t t g ito i tackleo t h o s e f e e l i n g s . ( i t l t r r : r g e i s v n g i n t a difficult and threatentng hardship-rs serbircksor or neecledto persist unJ J.or with mav lead to urrdesirable an.j thcre o,i,k attirclredlrat t task. It is a.volunt:rry,action to ar:t desptte tlt., of iear Or distressbLrtthe capacity consequenc"r. cn*nl.i, ",r, "i)r.n.e t r i e s t o r e s o l v ei t d e s p i t et h e t i r c e s h e i e a r i u l s i t u i r t i o na n d t t h e f e a r .T h e c o u r a g e o u sp e r s o n thoughts;. and/or feelings oLtttt:1^t:.?:::::i:,., pr"a.t.iiti, ,ft.irJ.nrtuf cliscomfort the courage of armv btlmb- ..,.,iog,-, inuest-igatcd Rachmana., an early researcheri,-l clisposalexperts.Heidentifiecltlrat,tt"n-tn-tottt"tl.t"thelpedthembecourage()usvastheir .11:]-I,:,1:].:loPcclltraSe con6clencein their trainir-rg. Tlris suggeststhtlt teilcherScan lrelp if anricry-;-rrov.kirg f , r t h e r ( e . g .g i v i g i r r : l a s s a l k ) o t t o t a c k l e s . r n e t h i n gt h a t i s d i f r r c r - r r t r t h e y a r e t a u g h t t h e r e l e v a n ts k i l l s nheu f:rcecl hel;r ,voungpeoplc be nlore resilierlt courage rs an ir-r-rportant skill that can life lrcts collrage bl cloing couraige()Lls with ardversity. Aristcltle believed thirt :r persrlr]develops fircilitatirlg l-eachers .,-t.,,Lt.,,gittg str-rdents bc coLlraFieotts to bv carnplay an important rtlle in This type of self-reflectior-r helps rr studetlt behirvior-rr. them to self-reflecton tlreircoLlrageolrs courageat to clevelopa courageoLls minclsetto cllcoultlge tlreir future ilcts of Unit 4: Looking on the bright stde darkness.(ChineseproverD) It is betterto light a candle than to curse the and strategies ssociated ith optimistic thinking a w J.hefcus of this unit is on skillsand p o s i t i v i t , vT h e s e i n c l u d e : . , .-: a s p e c t s i a n e g a t t v es r t t l r l t l o r l t o l , p u r l , i u . t r a c k i r r g ,i . e . t h e . s k i l l o f f o c u s i n g o n t h e p s i t i v e however small theY n-raY be and leirrnilg e.) pgsitrve conuersio,-, of negative events anclntistakes into opportunities experieuces when faceclrvith setbacksor difficulties ce;:cievelopingan optin-tisticerplanatory stlle pe..ciuirrg that setbacksand difficult tirles: ilre ,,nly ,.,"t-tpnirry (things lvill get better) h a p p e n t o o t h e r p e o p l et o o ( n o t i u s t r n e ) (iLrsthis) a r e l i r n i t e d r o t l - r e m m ed i a t c i r r c i d e n t ( s ) i 8

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