The Friends for Life Program Author: Professor Paula Barrett
www.pathwayshrc.com.au Phone: (07) 3844 5844 Slide 2 WHAT IS
FRIENDS FOR LIFE? A program created to assist children to build
resilience and self-esteem and to learn important skills and
techniques to cope with feelings of fear, worry and depression. The
symbolism drawn from the word FRIENDS is based on the following
principles: The word FRIENDS helps children to remember each of the
skills taught throughout the program (i.e. each letter stands for a
new skill learned). Our body is our FRIEND and tells us when we are
feeling worried or nervous by giving us clues. It is important to
learn to be our own FRIEND and reward ourselves when we try hard.
It is important to make FRIENDS, so that we can build our social
support network and feel happier. FRIENDS can help us to cope with
difficult situations more effectively. Slide 3 WHY IS THIS PROGRAM
IMPORTANT? Having the FRIENDS for Life program available in schools
is important as research shows that: One in five adults and
children suffer anxiety or depression. This is more prevalent than
ADHD, drug use, or any other mental health problem. Only 5 % of
cases receive intervention (Andrews, 2005). Anxiety and depressive
disorders make up 60% of school and work difficulties (Andrews,
2005). Australia has the 4th highest youth suicide rate worldwide
(WHO, 2006) Suicide is the number one cause of death in Australia
in the 15-34 years age group (ABS, 2005). Slide 4 WHAT CAN WE DO?
Now that we know the statistics, what can we do in our schools? We
have an ethical obligation to intervene As only 5% receive
intervention/help - we need to go to them School based prevention
works. The best milieu is the school curriculum! Be prepared to
budget it costs less than 1 cup of coffee daily for each day of
implementation, for each child including materials and teacher
training. Be prepared to commit the time - only 12 weeks
(approximately 1-1 hours per week) Slide 5 DOES THIS PROGRAM WORK?
A wealth of international research and practical experience in
classrooms has shown that: Early intervention in schools reduces
onset of youth anxiety and depression. Exposing anxious or
depressed children to FRIENDS as part of their normal school
curriculum is likely to significantly reduce the risk of developing
a disorder. Children with moderate or normal levels of concern
benefit from the program by acquiring resilience to emotional
stress that can help them for the rest of their lives. FRIENDS
significantly increases childrens level of self-esteem while
reducing their feelings of worry and depression. Up to 80% of
children showing signs of an anxiety disorder no longer display
those signs for up to 6 years after completing the program. FRIENDS
for Life programs are best practise for treatment and prevention of
anxiety and depression in children and youth. QLD has the worlds
strongest evidence based, proven effective resilience program.
School based FRIENDS for Life works! Slide 6 FRIENDS for Life is
recognised by the World Health Organisation as an effective
treatment and prevention of anxiety and depression It is a local
program developed in Brisbane, and used internationally (including
Canada, Japan, Mexico, Norway) Evidence-based: Supported by ongoing
research by Dr. Paula Barrett and her research team with a
demonstrated preventative effect. It is a positive program which
targets all children, regardless of their risk levels. It focuses
on equipping children with skills to overcome daily challenges and
negative life events which we all encounter. WHAT MAKES FRIENDS
DIFFERENT? Slide 7 Paula is internationally recognised as a
prominent scholar and groundbreaking researcher in the field of
child psychology and has a distinguished international reputation
as a keynote presenter. Recently, Paula received the Telstra
Queensland Business Woman of the Year Award. In 2008 she has also
been a finalist in the Australian of the Year Queensland Award, and
the Queenslander of the Year Award, for her contribution to the
well-being of children and to the community. Paula has authored and
evaluated over 15 years the well-known FRIENDS for Life program
recognised by the World Health Organization as the best practice
for the prevention and treatment of childhood and adolescent
anxiety and depression. ABOUT THE AUTHOR PROF. PAULA BARRETT Slide
8 PROGRAM PHILOSOPHY The FRIENDS for Life program was created to:
Assist children and youth in developing life skills to effectively
cope with difficult and/or anxiety provoking situations. Normalise
the emotional state of anxiety. Build emotional resilience and
problem-solving abilities. Encourage peer learning and build
support networks and positive role models. Promote self-confidence.
Empower children, families and teachers. Slide 9 BENEFITS OF
BUILDING RESILIENCE Children who are emotionally and socially
skilled are more successful at school Children who are emotionally
and socially skilled relate better to other children, teachers and
parents. They are more competent in dealing with stress and school
work (Aber, Jones & Cohen, 2000) Doing well in grade 8 could be
better predicted from knowing childrens social competence 5 years
earlier than from primary school academic results Children that
have learnt empathy, emotional and social competence show
significantly less behavioural problems at school, even if they are
in adverse life circumstances (Caprara et al., 2000) Slide 10 WHO
BENEFITS FROM THE PROGRAM All children can benefit from the skills
taught in this program, including children who may experience the
following: Worry Avoidance Attention to threat Fast and sustained
physiological arousal Psychosomatic complaints Difficulty in
resting and going to sleep Shyness Social withdrawal Perfectionism
Sadness Loss of pleasure Social withdrawal Early morning insomnia
Hopelessness and helplessness Irritability Negative memory biases
Poor concentration Flat affect Appetite changes Slide 11 THE POWER
OF TEACHERS Research with FRIENDS shows that teachers are effective
at delivering the program in the classroom setting. Teachers can
teach children emotional and social skills that give them
resilience, prevent anxiety, and stay with them long term to deal
with stressful life situations. Parents are most likely to consult
with teachers and family doctors regarding their children's
emotional and social development (Firman et al, 2003). Teachers can
enhance protective factors such as support networks and cognitive
style. Slide 12 An Overview of An Overview of FRIENDS for LIFE
FRIENDS for LIFE F F eelings R R emember to Relax I I can do it! I
can try my best! E E xplore Solutions and Coping Step Plans N N ow
reward yourself! Youve done your best! D D ont forget to practice!
S S mile! Stay calm for life! Slide 13 Physiological Awareness of
body clues Relaxation techniques Self-regulation Cognitive Positive
self-talk Challenging negative self-talk Expecting good things to
happen Paying attention to positives Realistic evaluation of
performance Self-reward Learning/Behaviour Problem solving skills
Coping Skills Gradual exposure to fear Rewards for brave behaviour
Positive role models; peer support Support networks SPECIFIC SKILLS
AND TECHNIQUES TAUGHT Slide 14 WHAT IS THE STRUCTURE? The program
consists of three developmentally sensitive versions: FRIENDS For
Life is implemented over: 10 sessions (1.5 hrs weekly) 2 booster
sessions Other considerations: Parent sessions and parental
involvement recommended Materials: Workbooks for Children
Facilitator Manuals for Group Leaders Overheads and handouts for
parents Additional resources available on our website for trained
facilitators Fun FRIENDSPre-school4-7 years FRIENDS for Life
ChildPrimary School7-12 years FRIENDS for YouthUpper
Primary/Secondary13-17 years Slide 15 FRIENDS PROGRAM MATERIALS Eye
Pillows $15 Fun Friends Puppets $15 Fun Friends Facilitators Manual
$45 Fun Friends Parents Guide $25 Friends for Life Child workbook
$17.60 Friends for Life Youth workbook $18.70 Child and Youth
Teachers Manuals $49.50 Teacher Resource CD $29 POSTERS Slide 16
SESSION DETAILS SessionSkills and techniques covered in session 1
Working in groups; feeling confident and brave; getting to know one
another and interacting; understanding and accepting differences;
goal setting; identifying happy experiences. 2 Understanding our
own and other peoples feelings; thinking in powerful or helpful
ways; understanding how thoughts and feelings affect behaviour. 3
Listening to our bodys clues to understand feelings; different
methods of relaxation progressive muscle relaxation, deep-
breathing, using relaxation scripts, the importance of rest and
quiet time. 4 Exploring what makes us happy; understanding
self-talk; helpful (green) thoughts make us feel strong, brave and
happy; unhelpful (red) thoughts make us feel worried or upset.
Slide 17 SESSION DETAILS SessionSkills and techniques covered in
session 5 Paying attention to positive thoughts and things;
challenging unhelpful thoughts; changing unhelpful thoughts into
helpful thoughts; exploring ways to cope; coping step plans
(breaking down difficult things into smaller steps). 6 The
importance of role models and support teams; 6-block problem-
solving plan (identifying the problem and possible solutions,
listing possible consequences, picking the best solution, putting
the plan into action, evaluating the results). 7 Reward ourselves
for trying (effort is important); thinking like a winner, seeing
the funny side of life. 8 Practise the skills learnt in FRIENDS;
plan ahead for difficult situations; staying calm; being confident
and brave; positive affirmations about self. 9 Putting it all
together; using the FRIENDS plan to help ourselves and others. 10
Preparing for future challenges; party to celebrate new skills
learnt. Slide 18 IMPLEMENTATION The FRIENDS for Life program works
best when: It is implemented regularly (once a week). Dont rush!
You can take as long as you need to complete the program, provided
the structure and sequence are followed It engages students through
group activities, games and discussions Consider sitting/group
arrangements Sharing ideas from small groups with the large group
and normalising experiences There are adult helpers to assist with
small group activities Consider options for involving parents,
extended family members, older peers or co-teachers as group
leaders and role models in sessions (particularly for younger age
groups, where one adult per 4-6 children is recommended) Skills are
revisited Slide 19 IMPLEMENTATION The FRIENDS for Life program
works best when: Facilitators use a Facilitators Manual as a guide.
But the program is flexible, and can be modified to suit the needs
of the children in your group. Facilitators are flexible and
creative FUN! Everybody has a different style in running the
program draw on the strengths and interests of the children as well
as you own Parents are informed and educated so skills can be
reinforced at home Parent Information sessions Parent Information
sheets to send home after each session (provided for Child version)
Homework activities Each participant has their own workbook to
practice the skills at home and to refer to in difficult times.
Slide 20 LINKS TO AUSTRALIAN SYLLABUS DOCUMENTS The following
slides provide an overview of relevant learning outcomes for
certain Australian State Education Syllabuses in selected key
learning areas that relate to the materials and activities in the
FRIENDS program. Some of these outcomes are comprehensively
addressed, with several activities in different sessions of the
program teaching and reviewing the skills involved. Other outcomes
are more briefly touched on, with only one or two activities
focusing on related skill development. The outcomes listed are not
exhaustive and not in any way prescriptive. They are intended
simply as a guide for teachers who wish to be more aware of the
relevant educational outcomes associated with implementation of the
FRIENDS program, in addition to its established positive mental
health outcomes. Slide 21 LINKS TO QLD SYLLABUS DOCUMENTS The
FRIENDS for Life Program is closely linked to levels 2, 3 and 4 of
the Health and Physical Education and Studies of the Society and
Environment Key Learning Areas, and more generally to The Arts and
English. Health and Physical Education Some relevant outcomes from
the Promoting Health of Individuals and Communities strand: PH 2.1
Students describe and demonstrate actions they can take to promote
the different dimensions of the health of themselves and others. PH
3.1 Students describe the impact of their own and others behaviours
on health and propose personal and group actions which promote the
dimensions of health. PH 4.1 Students recommend actions they can
take to promote their health in response to social, biological or
environmental factors. PH 2.3 Students propose and demonstrate ways
to promote personal safety and the safety of others. PH 3.3
Students identify potentially hazardous situations and demonstrate
actions to respond to unsafe and emergency situations. PH 4.3
Students propose ways of responding to situations and behaviours
that are unsafe, harmful or risky after assessing options and
consequences. Slide 22 LINKS TO QLD SYLLABUS DOCUMENTS Health and
Physical Education Some relevant outcomes from the Enhancing
Personal Development strand: EPD 2.1 Students describe what they
like about themselves, the ways in which they are special, how
individuals are unique and that each of us has characteristics
similar to those of other people. EPD 3.1 Students explain how
different ways of describing people, including stereotyping of
males and females, influence the way people value and treat
themselves and others. EPD 4.1 Students evaluate the influence on
self-concept and self- esteem of their own and others behaviours,
including the recognition of achievement and changes in
responsibilities. EPD 2.2 Students suggest and demonstrate actions,
behaviours and attitudes that support positive interactions with
family, special people and friends. EPD 3.2 Students develop and
implement strategies, including codes of behaviour, to promote
relationships in various groups and situations. EPD 4.2 Students
explore different types of relationships and evaluate standards of
behaviour considered appropriate for these relationships. EPD 2.3
Students compare similarities and differences between people at
different stages of life. EPD 3.3 Students identify physical,
social, intellectual and emotional changes associated with growth
and development and recommend ways to promote their own growth and
development. EPD 4.3 Students explain how factors, including
challenges and inherited characteristics, influence physical,
social and emotional growth and development. EPD 2.4 Students
demonstrate verbal and non-verbal skills to express ideas, needs
and feelings and to show consideration of others. EPD 3.4 Students
demonstrate communication, cooperation and decision-making skills
to collaborate in social, team or group situations. EPD 4.4
Students demonstrate skills and actions that support the rights and
feelings of others while adopting different roles and
responsibilities in social, team or group activities. Slide 23
BENEFITS OF PARENTAL INVOLVEMENT Parents Become aware of their
coping style & cognitive style Develop stress management
strategies Practice modelling positive brave behaviours Develop
realistic expectations Learn ways to enhance family teamwork Learn
to encourage their children to think in helpful ways Learn to help
their children plan ahead for challenging situations Build
awareness of their childs difficulties and at risk times Learn to
catch their child being brave, and reinforce coping behaviours
Reward their child for trying their best Learn to help their
children form support networks. Slide 24 RUNNING A FRIENDS PROGRAM
IN YOUR SCHOOL Running FRIENDS in a school as a universal
prevention works like this: Step 1: The school selects which year
level they want FRIENDS to be introduced (e.g. Prep/Y1 (Fun
Friends), Yrs3/4/5 (Child), Yrs 7 (Youth)). Step 2: Teachers and/or
teacher aides attend a one-day training workshop provided by a
Pathways Health and Research Centre accredited trainer. Step 3: The
school purchases program manuals for the teachers responsible for
the year level selected. Step 4: The school then arranges to order
the number of workbooks required (one for each child) from Pathways
Health and Research Centre. Step 5: The school encourages parents
to become involved with the program by attending an optional Parent
Evening which can be run by a teacher using the program manual. **
Once the school has made the initial investment in training and
manuals no further costs are involved for future years, and for the
parents, the once-off cost of a workbook may assist their child for
the rest of their lives. Slide 25 TRAINING WORKSHOPS FOR TEACHERS
Attendance at a one-day FRIENDS Group Training Workshop is required
to run the program in a school setting. These workshops are
conducted regularly in each Australian capital city. Alternatively,
your school could arrange to have a school based in-service where
qualified trainers would come to you. Slide 26 TESTIMONIALS -
CHILDREN After doing the Friends Program twice in primary and high
school, I felt so confident to deal with school, family and peer
pressures.. Most of the time I can stay calm and find positive
solutions for problems.. Amy, age 14, BC, Canada I can do milkshake
breathing when Im angry and my Fun Friends Puppet tells mum and dad
to think green thoughts. I want us to turn sad days into happy
days. It is easy Jack, age 6, Brisbane I am no longer scared of
trying new things. I can go on school camps and parties. I can be
friends with my teacher and my mates at school. I wake up happy and
sing in the shower.. Zac, age 12, NZ Now, I am the boss of my life,
I can have good days. My teachers are happy with me now and I am
making kind friends. I like myself more.. Sara, age 9, Mexico Slide
27 TESTIMONIALS - PARENTS We didnt know what to expect, having to
go to school for parent talks to learn this Friends Program! We
learnt many positive skills to help our children be happy and
successful. We deal with problems so much better. We recommend it
to all families. Emma and Peter, Brisbane The Friends Program from
Australia is now in many Norwegian schools we love it. Children,
parents and teachers can learn positive life skills together and
for sure will make us more understanding of each other. We are
lucky to have the Friends Program in the curriculum. It is a valid
program and it changes children and adults for the better. School
Principal and parent of 4 children, Norway Jack is only 5 and he is
telling us and his baby brother to do milkshake breathing and think
green, happy things, when we get upset He can really use the skills
learnt in Fun Friends, in day to day life. The teacher reported a
big difference at school. Jack has become popular with his peers
and cooperative in the classroom.. Julie, mother of 3 children, who
attended Pathways, Fun Friends Program Slide 28 TESTIMONIALS -
TEACHERS We have been running the Friends Program, for 4 years in
our school. It has changed the environment in the school into a
positive, cooperative, happy place. The kids help us more and
behave better in class. We are getting more support from parents..
Catherine, teacher, BC, Canada I have been a teacher for 20 years
and have seen many new ideas in education. This Aussie program
seems to work well in our schools. Learning social and emotional
skills in a structured fashion is not a waste of time. You can see
the results in the 2 years of the program in Finland. Parents and
teachers and children are getting along better and being more
supportive of each other.. Jon, Finland We have run the Friends
Program in our school both primary and secondary curriculums, for 6
years. I highly recommend it children become better behaved in the
classroom and playground.. After the initial resistance to
training, the teachers and parents, were indeed very supportive and
wanted to learn resilience skills themselves. We will not give up
on this program!. Peter, Principal of private school, Brisbane
Slide 29 Pathways to Resilience trust
http://www.pathwaystoresilience.org Charitable organisation
established in August 2007 with the aim of spreading the work of
Professor Paula Barrett in underprivileged schools and communities
around Australia without profit Provides Professional Development
training in the FRIENDS programs via small workshops and staff
in-service days. Training is accessible to schools or organisations
serving communities that meet one or more of the following
criteria: Low socioeconomic status Culturally and linguistically
diverse backgrounds Slide 30 COPYRIGHT, INTELLECTUAL PROPERTY AND
TRADEMARK, LEGAL ISSUES This presentation has been produced for the
express purpose of informing educators about the FRIENDS for Life
program. The information in these power point slides can not be
replicated, used, nor presented in any other manner without written
permission from the author. Certified trainees can teach the
FRIENDS for Life program to children in classrooms or health
settings. Trainees can not advertise the Friends Program for
commercial purposes nor train other facilitators. Only Pathways
staff or franchisees can train trainers. Slide 31 FOR FURTHER
INFORMATION CONTACT: Pathways Health and Research Centre Email:
[email protected] Or visit us at our website
www.pathwayshrc.com.au Phone: (07) 3844 5844 Fax: (07) 3217
4866
