Connecting Young Minds is located in Mount Gambier, South Australia. Headed up by Michelle Wright, a Family and Educational Consultant, her space specialises in creating individualised programs for families. As a result, these programs assist her clients in promoting positive mental health growth of their children.
Furthermore, we are impressed with the passion and commitment of Connecting Young Minds to social emotional learning. We are working with their team to deliver their first program to eight children during Term 4.
How we will implement the Best of Friends Program™ at Connecting Young Minds
The first 10-week group of The Best of Friends® program is taking place in Term 4 2018. Currently, our team of facilitators are closely supporting Connecting Young Minds in the delivery of the program. Each participant receives a copy of the exclusive workbook developed by Quirky Kid. Further, facilitators and parents have access to an extensive series of information, manuals and regular supervision as required.
To ensure adequate evaluation, each child and group complete pre- and post- psychometrist testing of their social and emotional skills. As a result, Connecting Young Minds can monitor the outcome significance of the intervention. Evaluation and Monitoring is an important part of The Best of Friends® program. We are working closely with Connecting Young Minds to support them in this.
Interested in offering ‘The Best of Friends® ’ program at your clinic?
Connecting Young Minds is one of the 15 other school or clinics offering our programs around Australia. Further, their enrolment continues to establish our Social and Emotional program as a cost-effective and evidence-based intervention. The programs aim is to improve children’s social and emotional wellbeing.
We continue to work incredibly hard to produce innovative programs and resources. Parents, clinics and schools love these resources, using them around the world.
Best of Friends®has a comprehensive implementation, evaluation and monitoring plan. Likewise, we are keen to identify partners committed to the implementation and evaluation of social emotional learning programs.
Finally, you can contact us or visit the program websiteto find out more about how you can meet and develop the needs of your students or clients through The Best of Friends® program.
The school holiday period can be a great time to reflect on the last term, prepare for upcoming changes and review skills that need to be improved.
Returning to school is typically experienced with mixed emotions. For some parents, it is a welcome relief after what feels like a very long holiday. For others, the return to school signals the end of a carefree, relaxing break and there can be feelings of sadness and/or anxiety associated with the return to routine and the academic and social demands associated with the school.
Children and young people equally experience a range of feelings about the return to school. For some, there is great excitement about starting a new school, seeing friends or perhaps finding out who their new teacher will be. For others, there may be sadness about the end of the holidays or anxiety about a raft of possible concerns such as making friends in their new class or coping with the work/homework requirements.
A tried and test way to prepare for changes and transitions is by focusing on your child’s social and emotional adjustment.
Tips to Help Your Child Settle Into Term 3
Whilst a lot of focus is placed on the academic tasks associated with school, paying particular attention to a child’s social and emotional adjustment over the coming weeks/months is also critical. Below are 3 tips to get you started:
Make time to check in with your child about how they are feeling and coping with the school year so far. It’s important to really listen to what your child is saying. To do this, begin by just repeating back or paraphrasing what your child is telling you. Where your child is experiencing uncertainty try to normalise this and remind your child that it can take a few weeks to really settle in. It is not uncommon for children (and parents) to express disappointment about a new teacher they may have been assigned or about the discovery that they don’t have as many close friends in their class. Rather than jumping to solve the problem for your child, build resilience by encouraging your child to come up with some ideas about ways to help themselves cope in such a situation.
It can often be a good idea to make time to check in with your child’s teacher as soon as terms resume. Whilst you will, of course, wish to discuss their educational strengths/weaknesses, also address how your child is feeling about their progress and to highlight anything (e.g. camp, homework) that may be worrying your child. Make sure you also discuss your child’s social skills with the teacher. If they are struggling with friends, ask your child’s teacher how the school can help in facilitating friendships. If your child has had any ongoing incidents of bullying/teasing it is critical to mention this again and ask how they can help to ensure that such incidents don’t occur again during the next terms. Equally, if your child has a history of seeking attention from others in a class by misbehaving, check on how this is been handled at school. Teachers will undoubtedly find your insights into what works and what doesn’t work at home very useful.
Encourage friendships and further consolidate social skills in by organising playdates or outings with any new classmates made throughout the term. Whilst children often request existing friends, it can be worthwhile trying to extend friendship networks by inviting new children over. This is not only good for your child but can also help to expand social support networks for you as a parent. In secondary school, it is equally important to encourage friendships by providing opportunities for your son/daughter to have friends over or by offering to drive them to a movie etc. This not only helps foster friendships but also gives parents valuable insights into the type of friendships that your child is building.
Why social-emotional learning is so important
The importance of focusing on the social and emotional well being of children is becoming increasingly acknowledged. In the current climate of increasing rates of mental illness in young people and concern over youth suicide rates, the NSW government has reportedly decided to tackle the problem more aggressively by proposing to adopt a more preventative approach in addressing such issues. The Government’s decision to begin at the grassroots level and start better-educating school-aged children (from Kindergarten) about mental health issues is welcome news to everyone here at Quirky Kid.
The changes to the Personal Development, Health, Physical Education (PDHPE) syllabus which are apparently due for implementation from 2020 include a more comprehensive effort to address social-emotional learning and mental health issues from primary school onwards. Beginning in Kindergarten, it is proposed that children will begin with simple social-emotional concepts such as feelings and building relationships with others, but as they progress to higher grades the aim will be to address important issues such as coping with success and failure, overcoming adversity, grief and death, coping with controlling behaviour in others, domestic violence, and substance abuse.
Helping Children to Build Important Social-Emotional Skills
Equipping children to cope with the social and emotional demands of school fosters increased coping and resilience skills. The evidence suggests that well developed social and emotional skills are both protective and helpful. Strong social and emotional skills in children not only predict fewer behavioural problems in the classroom but they are also related to positive academic outcomes and improved school performance (Myles-Pallister, Hassan, Rooney, & Kane, 2014; January, Casey & Paulson, 2011; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
The government and other mental health agencies hope that by tackling such topics in school and by better-educating children about mental health, steps will be made to not only demystify such issues but will crucially equip children with a more effective toolkit for managing difficult feelings. It is further hoped that lessons learned at school will have a lasting impact as children become adults.
How Can Quirky Kid help develop your child’s social-emotional learning skills?
At The Quirky Kid Clinic, we are strong advocates for prevention and early intervention when it comes to children’s mental health issues. Prevention, is, of course, the preferred approach. In our experience, providing intervention to children and families before problems become too entrenched can often be the key to success. Where issues have been developing for some time, it can be much harder to address problems and for both the child and family such situations can feel insurmountable.
The Best of Friends® gives children the knowledge skills and confidence to understand and manage emotions, set and achieve positive goals, develop and maintain friendships and make good decisions. Designed for children aged 7 to 11, the program teaches these critical skills to children in an age-appropriate and practical way.
So embrace this potentially challenging time with your son/daughter and remember children tend to take the lead from their parents. With this in mind, try to model calm, brave behaviour whilst at the same time keeping the doors of communication wide open. By adopting these strategies your child should feel a little braver about adapting to their new classroom, teacher and school expectations.
Term 3 Social and Emotional Learning Programs for Children
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432
January, A.M., Casey, R.J., & Paulson, D. (2011). A Meta-Analysis of Classroom-Wide Interventions to Build Social Skills: Do They Work?. School Psychology Review, 40(2), 242-256
Myles-Pallister, J.D., Hassan, S., Rooney, R.M. & Kane, R.T. (2014). The efficacy of the enhanced Aussie Optimum Positive Thinking Skills Program in improving social and emotional learning in middle childhood. Frontiers in Psychology, 5, 909.
The holidays are nearly upon us and that’s great fun!
We offer group workshops designed to help children make and manage friendships, communicate better, overcome anxiety and perform at their best.
Our workshops have been creatively developed by Dr. Kimberley O’Brien and the Quirky Kid team over 16 years in the Child and Family field. We strive for innovation (winning local and international awards in Innovation) to make sure our programs are inspiring, practical and effective for small groups in the clinic setting or demonstrative for large audiences in an auditorium. Quirky Kid workshops draw on our micro-skills in working with children combined with current research and practices in Australia, the USA and UK.
The Best of Friends
The Best of Friends® program gives children the knowledge, skills and confidence to understand and manage emotions, set and achieve positive goals, show empathy for others, develop and maintain friendships and make good decisions.
The Why Worry workshop helps anxious children aged 5 to 13 years to manage their own symptoms of stress and worry at home & school. Participants learn to identify personal triggers for anxiety and practice coping strategies to reduce any impact on the individual or family. By exploring solutions through play-based activities, participants learn to understand and appreciate anxiety in a fun, non-threatening setting.
Register for Why Worry? workshop this school holidays!
This program is designed for children and young people aged 10 to 15 years who are (or want to be) involved in sports, music, performance or academics in a competitive way. Power Up! gives children the power to build self-confidence; cope with the pressures of competition; overcome self-doubt and negative self-talk; set goals and make plans to achieve them; maximise performance in any chosen field.
Find a Power Up! workshop near you this school holidays!
How to Register
Sessions for all of these workshops are available in our Sydney and Wollongong clinics. Places are limited so get in quick!
Stay in the loop! Join our mailing list to be notified of the dates of the upcoming workshops.
Understanding the peer relationships of academically gifted students continues to be a concern of both researchers and practitioners in the field of gifted education. On one hand, the literature suggests that in most situations, being intellectually gifted is generally an asset socially and emotionally (Robinson, 2008) and gifted students tend to be well-received by peers (Neihart, 2007). On the other hand, some evidence reveals that many gifted students express that they do not “fit the mold” and “feel different”, and this sense of difference may, in turn, lead to general feelings of unease or lack of competence in social situations and difficulties creating and maintaining relationships with other people, including peers of the same age (Gross, 2015).
Common social and emotional experiences for gifted children can reflect:
differences in their abilities compared to same-age peers
tendencies toward introversion and perceived issues with social acceptance
conflicts or anxieties associated with their inner experiences of giftedness
a critical and self-critical nature, often resulting in perfectionism or low self-worth
It is clear that there is no single manner in which a child can be gifted. Emotional and social difficulties vary, also, from one gifted child to another. These difficulties have their roots in asynchronous development. Gifted children have emotional, physical, and intellectual development that are not equal; not in ‘sync’ according to Miraca Gross, director of GERRIC (Gross, 2001).
Academically gifted children have an intellect above their emotional and physical age-level. An intellectually gifted 5-year-old may have the intellect similar to that of an 8-year-old, emotional development similar to a 3-year-old, and physical development on par with a 6-year-old. The higher the intellect, the more out-of-sync with emotional and physical development they may be.
A gifted child understands concepts that he is not able to deal with emotionally. Death, the future, or world hunger may become overwhelming concerns. Situations like this can create frustration and distress.
What can you do to support your gifted child emotionally ?
You can support your child to:
Make time for friends.
Be open to new friendships.
Practise being a good host.
Practise friendship skills by role-playing situations.
Be a good listener, use eye contact to show interest and caring for others.
Avoid bragging, while still being sincere about their own abilities.
Participate in a variety of group activities, to create different friendship opportunities.
Accept those who think and act differently from you.
Spending time with like-minded peers can provide your child with opportunities for engaging with those who think and learn in similar ways. They can share their values and interests, and challenge one another. This is likely to result in improved chances of being understood, with better prospects of forming stable and supportive friendships, and the comfort of feeling accepted.
Remember your child’s emotional needs may be at a different age-level to their intellectual ability. Recognise your child’s chronological age and comfort them according to their needs. A 6-year-old with the maths skills of a 10-year-old will still likely require the emotional support appropriate for a 6-year-old.
Some of the issues described throughout this article may be addressed by providing appropriate educational and counselling interventions. For example, The Best of Friends program has been carefully designed to meet the social and emotional needs of gifted students. You can find our more about the program by visiting http://bof.quirkykid.com.au or https://childpsychologist.com.au/workshops/
For more information about how to support the social and emotional needs of your child, contact us with any questions.
Adams-Byers, J., Squiller Whitsell, S., & Moon, S. (2004). Gifted students’ perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7–20
Gross, M. U. M., (2001) From “play partner” to “sure shelter”: What do gifted children seek from friendship? GERRIC News, 4-5
Gross, M. U. (2015). Characteristics of Able Gifted Highly Gifted Exceptionally Gifted and Profoundly Gifted Learners. In Applied Practice for Educators of Gifted and Able Learners (pp. 3-23). SensePublishers.
Neihart, M. (2007). The Socioaffective Impact of Acceleration and Ability Grouping Recommendations for Best Practice. Gifted Child Quarterly, 51(4), 330-341.
Robinson, N. M. (2008). The social world of gifted children and youth. In Handbook of giftedness in children (pp. 33-51). Springer US.
Bullying in schools has become a nationwide concern, with many anti-bullying practices being implemented in every state. Social and emotional learning (SEL) can provide an effective foundation for reducing bullying in schools. Practicing SEL skills will create a school environment that fosters positive interactions. Here are four characteristics of SEL, that aim to curb bullying in schools:
1. Open, supportive relationships between students and teachers.
Opencommunication between students and teachers presents an opportunity for students to learn positive conflict resolution techniques. These techniques allow students to resolve problems before they escalate into fully fledged bullying.
2. Solid communication between schools and families.
Families need to be involved with their child’s school. When a parent is actively engaged in what happens to their child at school on a daily basis, they can help teach positive behaviour and reinforce messages from the teachers. Working as a team with the child’s school, ensures that the same positive messages are being taught on a variety of levels and in a variety of environments.
3. Emphasis on respect and tolerance.
SEL requires school policies that highlight respect for peers, acceptance and appreciation of everyone’s differences. A school community in which students understand and embrace differences is a place where positive behaviour will thrive.
4. Teaching skills that allow kids to recognise and handle emotions, and engage in caring peer relationships.
In addition to school policies requiring respect and tolerance, students must be taught how to engage in positive social interactions and develop caring peer relationships with one another. Teaching students how to express and handle emotions positively will support responsible decision-making and avoid negative scenarios that could escalate into bullying.
SEL skills arm students with the ability to handle their emotions in a positive way that results in enhanced social problem solving, supportive attitudes toward others, and overall academic success. Social and emotional learning provides students with many benefits that enhance the school community as a whole, creating a caring and nurturing environment in which bullying has no place.
Quirky Kid has also recently published a comprehensive SEL program called The Best of Friends. Find out more about it online. Equip your child with some of our therapeutic resources such as the Quirky Kid ‘Face It’ cards, which are designed to increase emotional awareness. Most importantly, please feel free to contact us to learn more about the benefits of social and emotional learning.