The Big Talks for Little People Mental Health Classroom Module is a primary school kit which aims to help school students better understand their mental health and enhance their well-being. This booklet provides a theoretical background to program constructs and includes suggested activities for 6 lessons of 35-40 minutes each.
The program comprises 6 lessons incorporating 6 topics on mental health for young children.
Big Talks for Little People
Big Talks for Little People
Mental Health Classroom Module
Bullying | Take our Survey
Schools have access to anonymous on-line surveys developed for students (i) early primary (ii) middle primary and (iii) secondary. Questions assess students’ self reported victimization, bullying, coping skills, safety at school and well-being. The surveys are designed to be administered commencing week 1 and finishing in week 8 of the 8 lesson intervention thereby enabling an evaluation of the success of the classroom intervention. Completing the surveys on-line provides feedback to schools and the opportunity to receive a confidential 2 page report.
Teacher Peace Pack and Big Talks for Little People | Implementation Index
In addition there is also available a Teacher Implementation Index which is completed by the teacher and provides feedback on the nature and quality of the implementation of the school intervention. This is a quality assurance measure providing us with important feedback enabling the program to be constantly reviewed and updated. The Index takes approximately 5 minutes to complete.
Big Talks for Little People: Child Mental Health Module Questionnaire - Primary
(School Year Levels 3-7: Ages 8-12 years)
| Take our Survey
Questions assess students’ self reported wellbeing, and relationships with other students at school. The surveys are designed to be administered commencing week 1 and finishing in week 6 of the 6 lesson intervention thereby enabling an evaluation of the success of the classroom intervention. Completing the surveys online provides feedback to schools and the opportunity to receive a confidential report.
CAPER (Child and Adolescent Psychological and Educational Resources)
The resources provided here are intended to inform and support all those concerned about and affected by the issues of school bullying and mental health and wellbeing. The CAPER team (Professor Phillip Slee and Dr Grace Skrzypiec) have proudly developed these resources over the past two decades. The resources on the CAPER site provide evidence-based research on the topics of bullying, mental health, stress and wellbeing.
CAPER is for :
• Teachers & Schools
The issue of bullying is of international concern. It is a physically harmful, psychologically damaging and socially isolating experience. The Directors of CAPER have been researching this topic with colleagues for over two decades. The website provides evidence based resources for teachers, parents and students to assist in addressing this matter from a positive strengths based perspective.
Slee, P.T. (2017). School Bullying: Teachers Helping Students Cope. Routledge, Parl Square, London.
The importance of wellbeing has been written about and examined by poets & philosophers, over time. Recently it has been subject to considerable scientific research in order to better understand its nature. The CAPER site provides resources developed and evaluated by the Directors. Its integral relationship with the issue of bullying has been carefully researched by the Directors and their colleagues.
Slee, P.T. & Skrzypiec, G. (2016). Well-being, positive peer relations and bullying in school settings. Springer, Switzerland.
A related issue to bullying and wellbeing is that of "stress". Stress is the body's way of responding to demand or pressures & in many cases stress is a healthy reaction helping us cope with life's challenges. Too much stress, or prolonged stress (eg bullying) can affect our physical and mental health. This issue has been carefully examined by the Directors in relation to the effects of stress for adults, young people and children.
Murray-Harvey, R & Slee, P.T. (1998). Family stress and school adjustment. Predictors across the school years. Early Child Development and Care, 145. 133-149.
Murray-Harvey, R., & Slee, P.T. (2010). School and Home Relationships and Their Impact on School Bullying, School Psychology International. 31, 271-295
The Directors of CAPER are parents with a background in teaching, developmental psychology and education and so a significant focus of their research is understanding how we develop, grow and change across the life-span. The CAPER site provides important resources to assist teachers, students and parents consider issues throughout the life-course.
Slee, P.T. Campbell, M., & Spears, B. (2nd. Edt.)(2012), Child, Adolescent and Family Development. Cambridge University Press. Melbourne
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