SUPPORT FOR THE PROGRAM
The importance and effectiveness of intervention programs for young children
James Heckman - A Nobel Laureate in Economic Sciences - believes that early social and emotional experiences of very young children affect their future growth and potential. Heckman (2000) explains that the preschool years in particular, are vitally important for skill formation. According to Heckman:
"Early childhood interventions of high quality have lasting effects on learning and motivation. As a society, we cannot afford to postpone investing in children until they become adults, nor can we wait until they reach school age- a time when it may be too late to intervene. Since learning is a dynamic process, it is most effective when it begins at a young age and continues into adulthood." (Heckman, 2000).
*For more detail please click here to read about the importance of investing in the young.
• As many as 20% of preschool aged children in the general population show moderate to clinically significant levels of emotional and behavioural problems. (Lavigne, et al., 1996)
• Serious emotional disturbance can develop before the age of 6 and may interfere with crucial emotional, cognitive, and physical development forecasting a lifetime of problems in schools and at home. (Costello, Angold, & Keller, 1999)
• Preschool children rapidly develop at their young age and there is potential for effective interventions that may not be possible at older ages. (McEwan, 2003).
• Children who are socially and emotionally well adjusted do better at school, have increased confidence, have good relationships, take on and persist at challenging tasks and communicate well. (National Research Council and Institutes of Medicine, 2000).
How Fun Friends supports early years curriculum
If you are interested in finding out more information about how Fun Friends support early year curriculum please read the following:
The Development of Social–Emotional Competence in Preschool-Aged Children: An Introduction to the Fun FRIENDS Program
• To see how the Fun Friends program supports the Quality Improvement and Accreditation System click here.
• To read how the key learning areas are supported by the Fun Friends program click here.
Examples of abstracts of studies conducted supporting the FRIENDS program and successful outcomes with children
• School-Based Intervention: Examining a Universal Approach to Anxiety Management
Barrett, P, M & Pahl, K. M.
• Australian Journal of Guidance & Counselling. Special Issue: MindMatters Plus: A national mental health initiative in secondary schools. Vol 16(1), Jul 2006, pp. 55-75
Anxiety disorders are among the most common mental health problems affecting children and adolescents. Current estimates indicate that 1 in 5 children or 4 to 6 students within a classroom of 30 children are at risk for developing an anxiety disorder (Boyd, Kostanski, Gullone, Ollendick, & Shek, 2000). Of these children, many will not receive clinical intervention. The school environment is the optimal setting to address this issue and to minimise the risk and prevent the development of anxiety disorders. This article examines the importance of early intervention and prevention within the school setting through an examination of the risk and protective factors of anxiety and the comparability of three approaches to prevention in schools -- selective, indicated, and universal approaches. All three prevention approaches are discussed along with the advantages and disadvantages of each. The applicability of the universal approach to prevention is discussed in relation to the FRIENDS for Life (FRIENDS) program (Barrett, 2004, 2005) and its implementation within schools. The FRIENDS program is an evidence-based, cognitive-behavioural anxiety program for children and youth. It is the only evidence-based program endorsed by the World Health Organization as an effective program for the prevention and treatment of anxiety and depression in children and youth.
• The FRIENDS emotional health programme: Initial findings from a school based project.
Stallard, P., Simpson, N., Anderson, S., Hibbert, S., & Osborn, C.
Emotional disorders in children are common and although effective interventions are available comparatively few receive specialist help. School nurses were trained to deliver an evidence based emotional health cognitive behaviour therapy programme, FRIENDS, to 106 non-referred children aged 9/10 attending three schools. Levels of anxiety and self-esteem were stable in the 6-month period before FRIENDS. Three months after completing FRIENDS anxiety had significantly decreased and self-esteem increased. Children with the most severe emotional problems benefited from the programme. The value of delivering standardised evidence based programmes in schools by school nurses is discussed and the need for further research highlighted.
• More abstracts of published studies of the FRIENDS program and associated findings can be accessed here.
• Click here to read a summary of support for the program.
• Click here to read a brief summary of this supportive evidence, written by Dr Paula Barrett.
