Thrive with Michelle Winter

Thrive in Schools

THE THRIVE PROGRAMME IN EDUCATION

Through a combination of coaching and personal work, Bounce empowers young people with the psychological skills, insights and resources they need to thrive. In a short period of time they learn the fundamentals of how to manage beliefs, thinking styles, emotions and cognitive processes in order to be happy, confident and resilient and get the most out of life.

What is it?

Through a serious of simple explanations, exercises and actions, students are guided through an exciting journey where they begin to grow psychologically stronger and fitter every day. The programme can be tailored to students' particular needs whether behavioural, therapeutic or educational.

The student learns about applied positive psychology, how to recognise and change any limiting beliefs they hold. They create a sense of personal power - a power to change their response to events and experiences in their lives.

The student gradually builds a strong sense of self-efficiency and self-belief. They learn how to create high, stable self-esteem, how to resist social pressures and overcome social anxiety.

IMPACT AT A GLANCE

What are the Support Materials?

  • Student manual that guides pupils through the course, including independent tasks for consolidation at home.
  • Teacher training (3 day course, or in-house).
  • Online lesson plans and resources.
  • Props to support delivery of Bounce.
  • Dedicated support from Bounce trainer.
  • Assistance with tracking and feedback.
  • Display materials to consolidate learning of how the Thrive Programme related to the students' lives and specific concerns.

What's the Impact?

1     INTERVENTION. SCHOOL A. EAST ENGLAND.

6 week programme. 13/14 year old students with behavioural, motivational and self-esteem issues.

Six girls with emotional and behavioural issues completed Bounce. Used as an intervention, the girls had weekly discussion-based sessions and they received ongoing support from their Tutors, who had been trained to mentor each student through Bounce. Using the Bounce manual, the girls also completed homework tasks in order to integrate and consolidate their learning. The programme culminated in an outward-bounce day rip at Go Ape, designed to celebrate the students' success, providing physical and psychological challenges to further develop and process their new skills. Two months after completing the programme, the girls did a series of follow-up sessions to ensure that their progress was maintained.

Results

Over the course of the programme, pupils made good overall progress towards attendance, behaviour and achievement targets making measurable reductions in total points awarded for negative behaviour. In week 1 of the programme, three of the students received over 7 negative points each. By the final week of the programme the pupils only received 4 behaviour points between them.

Changes in the students' sense of control were recorded. A higher score on a sense of control scale indicated a greater sense of powerlessness. At the start of the programme all students scored between 18 and 24. After five weeks all scored between 6 and 11, indicating that they felt much more powerful and capable.

What's the Impact?

2     WHOLE CLASS. SCHOOL B. EAST ENGLAND. 

10 week programme. Year 8 pupils with behavioural, motivational and self-esteem issues.

A standard Bounce whole class programme with 17 pupils. Each week of the programme comprised two interactive 1-hour group sessions with all students. Students also received individual sessions over the 10 week period. School staff undertook in-house Bounce training to enable continuous reinforcement of the programme principles outside session and within the context of daily school life.

In this programme, the adapted Bounce student manual was used, appropriate for the lower reading levels of the pupils. Pupils were given this book at the end of the 10 weeks to encourage them to recap the programme and implement the principles over the summer holiday.

In addition to standard Bounce tracking, the school also implemented detailed tracking of trends of student effort and behaviour, pre, during and post programme.

Results

The school provided data relating to the students progress over the course of the programme. Chart 1 documents the average weekly rate at which students received negative behaviour points, as recorded by a teacher, before and after starting the programme.

Chart 2 shows the incidence of positive lesson reports awarded to students on completion of every lesson. The points were documented over the course of 29 weeks prior to the start of the programme and during the 10 weeks after starting the programme. All students increased their prior percentage of green reports over the ten weeks of the Bounce programme.

What's the Impact?

3     INTERVENTION. SCHOOL C. SCOTLAND. YEAR GROUPS.

Five week programme. 3 x year groups. Behavioural and self-esteem issues.

Group 1 included six 15-16 year old girls. Group 2 was composed of seven 11-12 year old boys and girls. Group 2 was made up of seven 12-13 year old boys and girls.

Every week, each group of students took part in a 2 hour group session and all students again also received individual sessions. As part of the standard Bounce evaluation, changes in the students' sense of control were recorded - higher scores scale indicating a sense of powerlessness. Over five weeks the student average 20 reduced to 9 indicating that they felt a greater sense of power and capability.

Result

The school conducted post course progress interviews with the students.

'It's helped me to get more confidence, I'm no being bullied.'

'The enthusiasm in the group has been good. I have learnt about self-esteem and self-confidence. I can stand up for myself now.'

'Thanks to the Thrive group I will be able to achieve more later in life in friendships and other achievements.'

'Thrive has helped me to know which way to feel. It's made me feel good about myself.'

This really helped with my self-esteem cuz you told me things that i never knew.'

HOW DO I FIND OUT MORE ABOUT BOUNCE AND THE THRIVE PROGRAMME?

Contact: Michelle Winter
Thrive Consultant
michellethriveinscotland@gmail.com
www.thriveprogramme.org
Contact: Emma Tracey
Thrive Consultantk

REFERENCES

Abouserie, R. (1994). Sources and Levels of Stress in Relation to Locus of Control and Self-esteem in University Students. Educational Psychology. 14(3), 323-330.

Allen, C. E. L. (2012). An Investigation into Senior School Students' Resilience in Response to Academic Failure (Unpublished MPhil Thesis). University of Cambridge, Cambridge, UK.

Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104(3), 177-195.

Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness. Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36(5), 451-462.

Dweck, C. S. (2000). Self-Theories: Their Role in Motivation, Personality and Development, Philadelphia: Psychology Press.

Dweck, C. S., & Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25(1), 109.

Finn, J. D., & Rock, D. A, (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221.

Floyd, C. (1996). Achieving despite the odds: a study of resilience among a group of African American high school seniors. Journal of Negro Education, 181-189.

Gale, C. Rl, Batty, G. D., & Deary, I. J. (2008). Locus of control at age 10 years and health outcomes and behaviours at age 30 years: the 1970 British Cohort Study. Psychosomatic Medicine, 70(4), 397-403.

Hong, Y,. Chiu, C., Dweck, C. S., Lin, D. M., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588.

Jackson, S., & Martin, P. Y. (1998). Surviving the care system: Education and resilience. Journal of Adolescence, 21(5), 569-583.

Kelly, R. C., & Allen, C. E. L. (2013). Exploring The Efficacy of The 'Thrive Programme' with Emetophobic Clients, Cambridge, UK: The Thrive Programme.

Rouse, K. A. G. (2001). Resilient students' goals and motivation, Journal of Adolescence, 24(4), 461-472.

 

 

Thrive with Michelle

28 Forth Street, Edinburgh EH1 3LH

The Thrive Programme with Michelle Winter serving Edinburgh, the Lothians and Fife.

Within easy reach of
Musselburgh, Haddington, Tranent, Cockenzie, Longniddry, Gullane,
North Berwick, Dalkeith, Gorebridge, Newton Grange, Lasswade, Roslin, Penicuik,
West Linton,
East Calder, West Calder, Livingston, Broxburn, Newbridge and Kirkliston.


Thrive with Michelle

Light Centre Belgravia
7-9 Eccleston Street, Belgravia, SW1W 9LX

The Thrive Programme with Michelle Winter serving Central London.

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