Parent Workshop The FRIENDS for Life Programme

Deirdre Mc Hugh, Senior Educational Psychologist, NEPS.

Pathways Health and Research Centrewww.pathwayshrc.com.au

Author: Professor Paula Barrett

© Copyright Entire Contents Dr. Paula Barrett 2012

Agenda

• Provide an overview of anxiety and resilience in childhood and adolescence

• Provide information about the FRIENDS program

• Questions

Give children a toolkit/ structure to use to help them in times of emotional distress

Build their coping strategiesBuild self esteemIdentify and develop support networksBuild Resilience

Aim of FRIENDS

What is ‘Friends’?

• Gives children skills and tools for coping with emotional distress. Prevents anxiety, builds social and emotional strength/resilience.

• Only anxiety prevention program acknowledged by the World Health Organisation - 15 years of comprehensive evaluation and practice.

• Evidence effects are maintained- 6 yrs

• New Zealand, and Canada• The United States, Mexico, South Africa, Netherlands,

Germany, Portugal, Finland, Norway, UK, Saudi Arabia, China, Japan , Hong Kong, Hong Kong

• 12 different languages

• 4 programmes [2 children, youth, 18+]

• Pathways to Resilience Trust

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How Common are Anxiety and Depression?

• Anxiety is the most common mental health concern for children and teenagers.

• 20% of preschool children show moderate to clinically significant levels of emotional and behavioural problems (e.g. Lavigne et al. 1996).

• 1 in 5 (20%) population experience significant emotional distress-increases with age (higher numbers for the elderly)

• Anxiety and depression are more prevalent than drug use, ADHD, or any other mental health problem.

WHY BOTHER?........The Statistics…

Anxiety disorder is one of the most common forms of psychological disorder in children (Albano et al., 2003)

Prevalence– Point Prevalence: 2-4% children fulfil diagnostic criteria for an

anxiety disorder (Costello et al, 2003; Meltzer et al, 2003)

– Lifetime rates: Approx 10% experience a significant anxiety disorder by age of 16 (Costello et al, 2003)

– If omit impairment criteria rates approx 20% of children suffer with significant anxiety (Costello et al 1996: Essau, Conradt & Petermann 2000)

WHY BOTHER?........The Statistics…

Anxiety

Anxiety is normal.

The basis of Survival because it prepares our bodies to cope with danger

In moderate amounts it helps to improve our performance

– Natural performance enhancing drug

– Adrenaline

Emotional distress is...

Cognitive/Thinking

Worry, negative thoughts, poor concentration, attentional

biases.

Physiological/Body

Increased heart rate, muscle tension, perspiration, stomach

aches, sleep difficulties, agitation.

Behavioural/Actions

Flight (escape or avoidant behaviours)

Fight (aggressivebehaviours)

Reassurance seeking

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Emotional distress …involves….

Behaviour

Physical Reactions

Thoughts(including images

Mood

Environment

Anxiety is normal …..

• Infant anxiety - loud noises, unexpected events and unfamiliar people.

• Children - loss or separation from parents and specific fears

• Pre-Teens - death, danger and natural disasters

• Adolescents - social comparisons [failure, criticism, physical appearance]

• they have a significant impact on your life

• they are beyond developmental appropriateness

• they cause significant distress

• they have been present for long periods

• they cause significant interference

Emotions become challenging when…

Barriers that prevent us from thinking in helpful ways and paying attention to positive things around us.

What are the signs of excessive worry?

• Worry (anticipatory)

• Avoidance

• Attention to threat/ hyper vigilance

• Fast and sustained physiological arousal

• Psychosomatic complaints

• Difficulty in resting and going to sleep

• Shyness

• Social withdrawal

• Perfectionism

• Appetite changes

NB: Will vary across culture

and individuals

ACTIVITY : Session 3 Feelings

Children’s Workbook p13-14…

Activity 1Identifying Body Clues

Activity 2Body Clues

Poster

Draw the outline of a person and label it with the body clues that you experience when feeling sad, worried, angry, happy, etc.

Factors associated with a vulnerability for one to experience severe emotional distress

• Temperament - Sensitivity/low thresholds for stress

• Traumatic experiences• Developmental challenges

Risk Factors

Protective Factors Anxiety/Depression Prevention Resilience Building

Risk Factors

Temperament(Physiological

Sensitivity)

Risk Factors

Risk Factors

Life Challenges(Traumatic life events)

Developmental challenges

Risk Factors

Stable Lifelong Attachment Health Factors

(sleep, healthy eating, exercise)

Protective Factors

Support networks

Protective Factors

Positive thinkingPositive AttentionMindfulness

Social/emotional

skills

Protective Factors

Evidence Based Resilience Programs

Protective Factors

ATTACHMENTAttachment is the number one predictor of positive wellbeing• Unconditional love is the most important thing

regardless of intelligence, financial resources, environment etc.

• Use attachment skills as often as possible in daily interactions

1. Physical and psychological connection 2. Facial expressions3. Feelings of security are circular4. Differentiate between unconditional love and the

behaviour of your loved one5. Praise children for trying their best, not just for

outcomes

)

ResilienceResilience = to spring back, or rebound

Oxford Dictionary

Ability to overcome adversity; achieving good outcomes regardless of life events or circumstances.

The benefits of resilience:

“Children who are emotional and socially skilled are

more successful at school (Durlak et al., 2011)

There is a growing recognition of the important contribution schools make to the psychological wellbeing and emotional health of children (Stallard, 2010)

Schools can have a key role in the provision of prevention and early intervention programmes for childhood anxiety

What can we do to build children’s resilience?

Joanne O Riordain Video

What arethe FRIENDS programmes ?

•They have been developed by world-renowned child psychologist Dr. Paula Barrett.

Programme consists of ten structured sessions which will be delivered to the whole class

Children are taught how to identify anxious feelings; how to relax; how to change unhelpful thoughts; and how to overcome everyday problems.

Each child has an activity based workbook Sessions involve group work, role play, workbook

exercises, games and interactive activities•Addresses objectives in all strands of the SPHE curriculum

Feelings.Remember to Relax. Have quiet time.I can do it! I can try (helpful thoughts)Explore Solutions and Coping Step Plans. Now reward yourself! You’ve done your best!Don’t forget to practice.Smile! Stay calm and talk to your support networks!

The FRIENDS acronym

Unhelpful Helpful

How can you help?

• Families and caregivers play a vital role in the development and maintenance of the skills taught in the FRIENDS program.

• Each week your child will be introduced to specific skills to help build their resiliency. These skills need to be reinforced both during the group and in the home environment in order for change to occur.

Overview of the Programme: Let’s take a look….

F = FEELINGS

Talk about feelings Talk about other people’s feelings

• Introduction to Group• Recognising their own individual body clues• Understanding link between thoughts, feelings &

behaviour• Working on feeling happy, brave and confident

R = RELAXThis step teaches children to learn and practise a variety of relaxation techniques. Why? We find it hard to think straight if we are not calm

‘Milkshake Breathing ‘ - Slow deep breathing• Breathing slowly helps us relax our body, our heart beat slows down and we feel less tense and worriedMuscle Relaxation• When we tense and relax our muscles our body releases happy chemicals (endorphins) which makes us feel relaxedVisualisation• Imagining a peaceful, happy relaxing place can help us to feel calmQuiet Time• Activities that make yourself feel happy and relaxed

Fun activities with the family is a way of relaxing and feeling good

What to expect

• Talking about feelings – increased family communication, learning a ‘new’ language, empowers parents

• More empathy towards others (people, animals and nature)

• Being braver – trying new situations, approach behaviours

• Calmer, more positive thinking

• Once we introduce step plans can deal directly with challenging situations

I = I can try! (helpful thoughts)

This step teaches children to tune into their self-talk. This is an important skill as thoughts influence feelings and behaviour.

There are two main steps:

1. Awareness of red thoughts (negative self-talk)2. Replacing with green thoughts (positive self-talk).

‘I can be the boss of my thoughts’

Mindfulness…. Being fully aware of your senses, your thoughts, your actions (parents and children) (e.g. when your child is having a tantrum!)

Inner Thoughts…

The way we THINK influencesthe way we FEEL and BEHAVE

Thoughts

Feelings

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What's in my thinking bubble?

Red THOUGHTS vs. Green (POWERFUL) THOUGHTS

“I’m dumb”“I’m ok at lots of things”“I give up”“If I try I’ll get better.”“I hate my sister/ brother”“I find my brother/ sister annoying sometimes, but other times they are fun to play with”“I have no friends”“I have 2 people I play with and my dog is my friend”

E = Explore Solutions & Coping STEP PLANS

• Problem Solving Skills• 6 Block Problem Solving Plan• Coping Step Plan

– Overcoming a fear, – Preparing for an upcoming event – Learning a new skill – Trying something new – Completing a task – Achieving a goal

This session teaches children how to be brave by taking small steps towards something we find tricky or scary.

Pathways Health & Research Centre 88 Boundary Street West End Qld 4010

www.pathwayshrc.com.au

6. At the beginning of the class, use my relaxation strategies and think helpful thoughts! Read one paragraph aloud slowly and clearly

5. Practice reading one page of the book in front of two friends in the classroom at lunch

4. Read one page of the book in front of your best friend3. Read one page of the book to your Gran2. Read one page of the book on your own in front of the

mirror 1. Read one page of the book in your head

The Coping Step Plan

Reading aloud in class

UCLA squirrel

N = Now reward yourself. You’ve done your best!

• Understanding that it is effort towards success that is important not success

• Use of rewards for trying hard

• Support Teams

S =Smile! Stay calm and talk to your support networks!

Tips for Families:

• Keep practicing the FRIENDS skills• Setbacks may occur from time-to-time, this is to be expected. • Importance of staying calm in a difficult situation• Spend time with people who make us feel happy & good about• ourselves

Testimonials from Irish parents…

"I found the program very good for my daughter. She seems to have more confidence in speaking to adults that would not be close family members. What a pity it can't be run in all classes, all children would benefit greatly from this course. Thank you so much"

Testimonials from Irish young people…

The Friends for Life program helps us and our families deal with whatever life throws at us.

Friends for life is a program where it helps you when you are angry, worried or stressed.

Friends for Life helps with having more friends and not getting angry or worried too.

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TotalAnxietyp<.000

Panic p<.000

SeparationAnxietyp<.000

Fears ofPhysical

Injuryp<.000

Social Fears p<.000

O bsess.Compulsive

p<.001

GeneralisedAnxiety

p<.01

Anxiety results pre and post for NEPS, NBSS, SPHE Support Service post-primary study (2011/2012)…

Are there any questions about the program?