2627 Fride PDF

© RCH MHS 2000
FIST
Community Group Program
THE
CGP
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Program run more than 50 times over 5 years VICE LTH
(The
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002
FEELING
\\IS THINKING
ERC 032850
MENTAL HEALTH
SERVICE
© RCH MHS 2000
FIST
FisT manual written by Tara Pavlidis and FisT©RCH MHS 2000 Feeling is Thinking Manual
Wendy Bunston, RCH Mental Health Service. Community Group Program Published by Royal
Children’s Hospital Mental Health Service &
Contributors to the development of the FisT
Travancore School, April 2004.
program include (alphabetically):
ISBN 0-9578815-7-6
Cathy Alderson (Travancore School)
©Copyright Royal Children’s Hospital Mental Health
Wendy Bunston (RCH MHS)
Service 2000
Toula Filiadis (RCH MHS)
Kath Harper (Travancore School) The Royal Children’s Hospital Mental Health
Paul Leyden (RCH MHS) Service welcomes use of this publication within
Tara Pavlidis (RCH MHS) the constraints of the copyright Act, 1968.
Deidre Tranter (RCH MHS) Provided acknowledgement is made to the
source, school personnel within school
‘Standing Up to the Stand Over Woman’ written
communities are permitted to copy material
by Tara Pavlidis and illustrated by Vic.
freely for the purpose of training in schools,
The Community Group Program (CGP) would or for communication with parents in school
like to express special thanks to Daniella Tarle communities. It should be noted that these
and Tony Purdon, and to acknowledge the materials are part of a professional development
participants and their families, co-facilitators and package, and may be adapted for use within schools.
school staff for their participation, involvement and
Requests and inquiries for reproduction outside
support of the program. Many thanks to Sandy
school communities may be directed in writing to
Cahir for her editing skills. Also a special thankyou
The Manager, Community Group Program,
goes to all the children who participated in our
Royal Children’s Hospital Mental Health Service
drawing competition, and those who have given
50 Flemington Street, Flemington, Victoria 3031.
permission, in particularVic and Aaron, for their
pictures to be used in the manual and for other All information and data (including graphics)
professional purposes. is provided by the Royal Children’s Hospital
Mental Health Service (RCH MHS) and unless
otherwise noted is copyright of the Royal
Children’s Hospital Mental Health Service
(RCH MHS).
Unlimited distribution of Appendix A, B & C
material is permitted, if textual and graphic
content is not altered and the source
is acknowledged.
© Copyright 2000
MENTAL HEALTH
SERVICE
FisT©RCH MHS 2000
CONTENTS
INTRODUCTION 1
Evaluation 2
Before starting the FisT program 3
SECTION 1 OUR PHILOSOPHY 5

Putting the GRO into group work 5
Growthful Relational Opportunities (GRO) 5
Principles of GROwth enhancing practices in group work 6
Aims 8
Key objectives 8
Recommended target group 8
Themes covered in the program 8
Structure and format 9
Facilitation 9
Selection process for group participation 9
Feedback sessions 9
A word of caution: Responding to violence within the home 10
SECTION 2 PROGRAM SESSION OUTLINES 11

Week 1: Getting to know one another 11
Week 2: Exploring feelings 15
Week 3: Strong emotions: how do they look? 17
Week 4: What things make people angry? 19
Week 5: Managing anger: telling it truthfully 21
Week 6: Taking risks 23
Week 7: Practising changes 25
Week 8: Finishing up and saying goodbye 27
SECTION 3 APPENDICES 29
SECTION 3.1 29
Appendix A: FORMS 29
Information for professionals and families 30
Assessment / interview form 33
Referral form 34
General information form 35
Goal sheet (optional) 36
Group participant’s details (optional) 37
Consent form 1 38
Consumer satisfaction form 43
Consent form 2 39
Guidelines to consent form 40
Midway information session 43
Post-evaluation session 44
Feedback interview 45
FisT certificate 46
FisT sticker chart 47
SECTION 3.2 49
Appendix B: GAMES 49
1. Getting to know you balloon game 49
2. Feelings Charades 49
3. Angry Animals 49
4. Treasure Chest 49
5. Poison Ball 50
6. Scarecrow Tiggy 50
7. What’s the time Mr/Mrs/Ms Wolf? 50
8. Partners Ball Game 51
9. Name Game 51
10. Duck, Duck, Goose 51
11. Sharks & Islands 51
12. Footy Frenzy (Fruit Salad) 51
13. Silent Speed Ball 51
14. Ship Ahoy! 52
15. Dead Fish 52
16. Guess Which 52
17. Changes 52
SECTION 3.3 53
Appendix C: WORKSHEETS 53
Week 1: Name the expression 54
Week 1: Feelings 55
Week 2: Where do you feel your anger? 56
Week 2: Feeling cards 57
Week 3: Facts about anger 58
Week 3: Handling anger 59
Week 4: Volcanic eruptions of feelings 60
Week 6: Scenario ideas for role-playing difficult situations 61
Week 7: Trying something new 62
Weekly reflection sheets 67
SECTION 4 ADDITIONAL INFORMATION 71

What is violence 71
What does the word VIOLENCE mean? 72
Possible effects of domestic violence on children and young people 73
Recognising that living with domestic violence is a form of child abuse 74
What is anger? 75
Positive ways to manage your anger 76
Telling it truthfully (assertiveness for kids) 77
Bullying 78
References & further resources 80
Possible agency contacts Victoria and Australia wide 81
Progress notes/observations 82
Request for further information form 83
Menu of groups: CGP 84
INTRODUCTION
The Community Group Program
The Community Group Program (CGP), developed in 1999, is the principal activity of a collaborative
venture between the Royal Children’s Hospital Mental Health Service (RCH MHS), and the Travancore
School, a specialist Department of Education and Training (DE&T) facility. The CGP provides innovative
mental health services for children, young people and their families residing in Melbourne’s western and
north-western metropolitan regions - as designated by the Department of Human Services (DHS). The
Travancore School is co-located with RCH MHS at its Flemington campus.
The CGP model of service delivery enhances a broad partnership between the education and mental
health sectors, providing professional development for staff in both sectors to improve the mental health
services for school-aged children and young people in Melbourne’s western and north-western
metropolitan regions (see Diagram 1).
Diagram 1 SERVICE DELIVERY MODEL
RCH MHS CLINICAL

REFERRERS DE&T & SSSOs*
CASE MANAGERS
COMMUNITY GROUP PROGRAM INTAKE
ASSESSMENT
FEEDBACK TO FAMILIES
POST GROUP & FURTHER
WRITTEN FINAL REPORTS GROUP WORK PROGRAMS REFERRAL(TO RCH MHS)
PROVIDED BY CGP STAFF OR OTHER LOCAL SERVICES
AS REQUIRED
OUTCOMES OF EVALUATION INFORM PROGRAM DESIGN
*SSSOs: Student Support Service Officers
FisT©RCH MHS 2000 1

Specifically, the CGP aims to:
• increase access to clinically focussed specialist group work in community settings local to client needs
• build capacity for school and community workers to promote positive mental health and reduce risk
factors among children, young people and their families
• establish a partnership with mainstream schools in order to run mental health related group programs
collaboratively in school communities
• provide direct skills-based training through our ‘Train the Trainer’ model
(see References - Community Group Program 1999)
Feeling is Thinking
FisT, Feeling is Thinking, is a Community Group Program intervention facilitated by CGP staff in conjunction
with school-based staff or Student Support Service Officers (SSSOs).
It is an eight-week group work program that focusses on working with children who experience difficulties
in their interpersonal relationships, and in expressing their strong feelings, in particular anger, sadness
and frustration.
The children participating in the program often resort to violence as a way to handle and gain a sense
of control over conflict situations, and are usually labelled by their school community, and especially their
peers, as ‘bullies’. Once these aggressive behaviours are explored and unpacked, it is often identified that
the children are very sad, frightened and lonely, and do not know how to handle difficult situations in more
positive ways.
Feeling is Thinking aims to assist these young children to begin to identify their anger triggers before
they ‘explode,’ either outwardly towards their peers and others, or inwardly by engaging in self-harming
types of behaviours.
Feeling is Thinking provides these children with a number of more appropriate, positive strategies
to deal with conflict, and allows them to practise using such strategies in a safe environment.
Evaluation
FisT has been run by the CGP a total of 48 times since 2000 in school and mental health venues.
Over the past five years the CGP has utilised a comprehensive array of evaluation measures to assess
the effectiveness of our programs, including standardised pre- and post- questionnaires, consumer
satisfaction surveys, focus groups and attitudinal and behaviour inventories. The results demonstrate
that the children who are involved in our programs are an ‘at risk’ group who in general exhibit fewer
behavioural, emotional and psychological difficulties following their involvement with the CGP. Parents
and teachers also experience fewer difficulties in their management of these children post program, and
most importantly these changes, as demonstrated in our first 6 month follow up (undertaken in 2003)
are sustained.
Parents, teachers, principals, referrers and the children themselves report high levels of satisfaction with
the programs and report significant gains in self esteem, confidence, problem solving skills, self mastery
and communication with others. Programs developed by the CGP create better connections between
children and their families, families and schools, schools and mental health. This all contributes towards
children and families creating better futures.
For further information regarding the CGP 5-year progress and evaluation report (1999–2003) contact
the Community Group Program (see page 83 for details).
2 FisT©RCH MHS 2000

Before starting the FisT Program:
Please realise that this manual has been written as a guide, therefore it is not essential to follow
it strictly to be useful. The manual is a collection of ideas from a number of FisT groups run since the
program’s development. Not all ideas will suit all groups, and some will derive most benefit from using
the manual as a reference. A number of additional games and optional worksheets/handouts are available
if required. The actual running of the group will need to be flexible and designed to meet the needs of
participants. For example some groups might enjoy worksheets, while others may learn better through
discussion sessions.
It is strongly recommended that if the format is not working, do not persist, rather create new ideas.
It is up to you as the facilitator to judge what is working and what is not. We have often resorted to playing
more games if a group is becoming restless and unfocussed. Participants seem to gain more from this
than trying to force them to stay on task. Therefore, use the ideas in the manual as creatively as you can,
and feel free to find the activities most suitable for your participants.
It has also been found that many children benefit from the support and ideas they develop in the
group, however once out of the group environment the children have difficulty remembering to use such
strategies. Thus an important component of the facilitator’s role is to help children to make the
links between the group environment and other situations in their lives, i.e. the classroom,
playground, home and other social situations.

SECTION 1
OUR PHILOSOPHY
REGARDING GROUP WORK
Putting the GRO into group work

(taken from Bunston, Pavlidis & Leyden 2003 – see References)
Group work emulates life. Every day individuals move through a myriad of groups, including family, peers,
school, work, sports teams and social clubs. Each encounter with another individual in normal everyday
activities, such as waiting in a queue to order food, involves a complex set of social skills and negotiating
your behaviour, in response to, or in spite of, others. Learning about the ‘other’ starts with learning about
the self, and learning about the self is derived through our relationships with others (Crapuchettes 1997).
With this in mind, the Royal Children’s Hospital Mental Health Service and Travancore School
Community Group Program aims to create ‘growthful’ therapeutic encounters for the children, young
people and adults who participate in the program. What each individual brings to, and takes from a
group, is unique. An individual’s personality adds a distinct ingredient to the particular flavour of the group.
Add or subtract one particular ingredient, and the flavour can change dramatically. Attempt to define and
articulate an individual’s journeys within the collective experience of group work, and you are reminded
of the limitations of spoken language. Group work is extremely complex, often exhausting, and frequently
undervalued, but it offers exhilarating opportunities for growth and reparation.
Community Group Programs operate across a school term, and incorporate programs that examine
such complex and sensitive issues as homophobia, power and control in relationships, school refusal and
family violence. Groups on anger management, making and keeping friends, and building self-esteem are
also available.
Co-facilitation opportunities for teachers and welfare staff are available through the CGP. This offers
‘Train the Trainer’ opportunities enabling school staff to continue service delivery at the conclusion of the
group program. This complements the overall collaborative and relationship building ethos of the CGP
generally. In addition, these partnerships convey a powerful message about building connections with
others. If we expect children and young people to be able to do this, then why not expect it of ourselves.
Growthful Relational Opportunities (GRO)

CGP operates from an assumption that group work can offer children and young people a powerful
therapeutic arena in which to explore and experiment with a range of different situations that mirror the
delicate and often difficult dynamics that operate within families and other intimate relationships. As one’s
image of self is more often than not derived from the reflection we see in the eyes of others, group work
therapy can offer a very creative, intensive and personally exciting way of enhancing and strengthening
one’s sense of self. Enabling children and young people to have Growthful Relational Opportunities (GRO),
is what we believe group work is all about.
Group work with children and young people demands attending to additional phenomena not apparent
in individual work, and an energy level ready to match those of the many, excitable, and ‘ready to rock’
young participants. No matter what the purpose, style or format of a group, the intention is to link children
and young people into a process that enhances their self-esteem while creating a space for them to
constructively and safely manage and express their thoughts and emotions. Devising programs that
meet kids ‘where they are at’, allows an experience of being emotionally ‘held’ and ‘heard’ (James 1984;
Winnicott 1971). These are the types of relational experiences that encourage growth tendencies.
Irrespective of the type or format of the group on offer, we believe that encompassing certain key
principles promotes growth.

Principles of GROwth enhancing practices in group work
The key principles include: creating safety; commitment to supervision; use of self and others;
attunement to process; keeping the individual ‘in mind’ within the group; recognising the importance
of play; and working collaboratively (see Diagram 2).
Creating safety promotes growth. When a child or young person feels safe, he or she can start to
move forward. Emotional, physical, social and spiritual safety allows the self to be seen, respected
and celebrated. Undertaking prior assessment sessions that are up-front, honest and transparent,
gives participants an opportunity to find out what the group is about, what is expected of them,
and most importantly, a chance to check out the facilitator (Sklare, Keener & Mas 1990). Assessment
sessions can be seen as a cornerstone from which the emotional field/culture of the group is created.
Further, emotional wellbeing is gained from modelling good relationships between co-facilitators
working with the group.
When teachers and welfare staff undertake co-facilitation opportunities they are making a commitment
to learning and seeking support through regular professional group work supervision* that enables the
facilitator to broaden his/her knowledge base and to extend skills. Part of this learning process is to work
collaboratively, and to trust in the professional skills of the co-facilitator.
Further growth for the facilitator is achieved by remaining aware, within the group process of, not only
others, but the self. Preparedness to reflect on ‘what we do’ and ‘why we do’ leads to a robust and growth
enhancing approach to group work that has the potential to offer participants transformative experiences.
Complementing and consolidating the ‘use of self and others’, is ‘attunement to process’. Maintaining
the balance between leading a group and being led by the group is a skill necessary to steer a successful
course through the group process.** This involves understanding the nature of the group, and learning to
hear what the group is saying beyond the spoken word.
Keeping the individual ‘in mind’ within the group is an important feature of the facilitator’s role. Respect for
one’s individuality, and how the individual is regarded within a group setting, shape sense of self in relation
to others. Identifying something unique in each participant can assist with keeping the individual ‘in mind’.
In the group process it is important to recognise the role of play for its explorative, creative and restorative
properties for children, young people and adults. It can be a safe place within which to ‘test the waters’ of
the group, and a joyful way of connecting with the self and others.
These guiding principles, closely interwoven within the group process, are fundamental to the success
of a range of group experiences within the Community Group Program.
*Supervision: a safe, professional space in which to consult with another professional/s in relation to direct counselling/
therapy/group work practice. Ideally a supervisor in the group work programs should have considerable experience and/or
training in group work processes and childhood development. The supervisor provides a consistent, reflective and interactive
arena for the group leaders to make sense of what has occurred in the context of the group dynamics and to assist in untangling
the multiple levels of meaning and emotions that the group provokes for the participants as well as the leaders.
**Group Supervision: this is a therapeutic concept and refers to the interactional dynamics/patterns (both conscious and
unconscious) that play themselves out in the group setting – it focuses on how participants think and act, rather than what they
think and ‘act out’ about.

Diagram 2
AL FIELD OF T
ION HE
T
O
GR
EM
OU
P
© W. Bunston 2003

© RCH MHS 2000
FIST
FEELING IS THINKING
Aims
• to create a safe environment for children to understand, express and manage their strong feelings
• to provide children with the opportunity to develop skills that will allow them to establish and maintain
positive interpersonal relationships
• to assist children to develop healthy ways to resolve conflict
• to enhance children’s self esteem
• to establish support networks within the child’s school and family to maintain and practise
concepts utilised in the group
• to encourage children to begin to take responsibility for their own behaviour
• to encourage children to begin to understand how their behaviour impacts on others
Key objectives
• for children to understand and explore the origins of their strong feelings
• for children to feel more confident to express their feelings positively
• to increase childrens’ assertive behaviours and problem solving skills
• to assist children to improve their social skills and relationships with others
• for children to become familiar with a range of different feelings and emotions
• to provide feedback, information and strategies to families and school staff regarding children
participating in the program
• to actively engage the children’s family and school in supporting and extending the
positive skills and strategies developed through their participation in FisT
Recommended target group

This program has been identified as being most suitable for those children aged between 8–11 years
who are experiencing problems in expressing their strong feelings, and who have difficulties in their
interpersonal relationships.
The program suggests a limit of six (minimum) to eight (maximum) participants, with issues of gender
being considered when establishing the group, i.e. facilitators should strive for a 50/50 gender mix,
or may choose a same sex group, etc.
Note: It has been observed that the following age groups work together particularly well:
8–9 year olds, 10–11 year olds
Themes covered in the program

• Getting to know one another (getting to know • Managing anger: telling it truthfully
the group)
• Taking risks
• Exploring feelings
• Practising changes
• Strong emotions: What do they look like?
• Finishing up and saying goodbye
• What things make people angry

Structure and format
Feeling is Thinking is an eight-week program with weekly sessions of 1.5 hours in duration.
Each session follows a similar format:
Facilitation
• Introduce new theme • Related activities
• Review previous week • Game
• Warm-up activity – focussing on different types • Reflection time
of feelings • Stickers and feedback
The program has been facilitated by staff members from the Community Group Program in conjunction
with school based staff or Student Support Service Officers (SSSOs). The program requires the same
facilitators for the duration of the program. Two facilitators as a minimum are recommended, and no more
than three if you want to include a student teacher or student social worker etc.
Note: From previous experience the facilitation of the program is most successful when facilitated by
a staff member trained in the program, and has experience, or a keen interest in student welfare issues.
Selection process for group participation

Prior to commencement of the group, facilitators conduct an interview with the parents and children
who have been referred to Feeling is Thinking. This is to determine the suitability of the program to address
the needs of the child, family school or other supporting services, etc.
A number of evaluation tools can be completed pre and post the group program. These include a parent
consent form, a general information form (see Appendix A), and a behavioural checklist – a ‘strengths and
difficulties questionnaire’ (see References) that is completed by parents and teachers). Children have also
been required to complete pre and post ‘self esteem questionnaires’ (see References – Coopersmith 1989).
School staff involved in facilitating the program may choose to ring the families of the children they wish
to refer to the group. This provides an opportunity to discuss the group prior to making an interview time.
Some families like to hear directly from school staff the reason their child has been chosen etc.
Feedback sessions
Feedback sessions should be offered to parents/carers of children participating in the group.
These ideally occur at the mid-way point and again at the conclusion of the program.
The mid-way session is intended to provide parents/carers with further information about the content
of the group and to show some of the children’s work produced during the sessions.
The final feedback is intended to inform parents/carers about their child’s participation in the group,
their achievements, and areas needing further work from the child and family. This is a two-way process
whereby the family and child (if present) also have the opportunity to give feedback to facilitators.
It is during this final feedback session that the post evaluation material is completed where appropriate.
This includes the Strengths and Difficulties questionnaire (see References), and a Consumer Satisfaction
form (see Appendix A for a sample form).
Feedback sessions are also offered to teachers or other service providers, i.e. case managers etc.,
of children involved in the program (upon request). To assist with this process, the use of progress notes
are strongly encouraged (see page 82).
Again classroom teachers are required to complete the POST Strengths and Difficulties questionnaire
for participants in the program (see References).

Note: Professional development sessions by the CGP can be made available to school staff, not already
trained in the program. This session focuses on introducing the concepts of Feeling is Thinking into the
wider school community. The format of this session generally covers the themes explored during each
session, and may focus on one or two specific activities, (contact CGP for further details).
A word of caution: responding to violence within the home

Facilitators need to be mindful of the possibility that some children in the group may engage in violent
behaviours as a direct result of violent behaviours being modelled at home by other family members,
i.e. family violence. It is important for the facilitators to name these kinds of behaviours as inappropriate.
It is also important to be careful not to ‘set up’ a child by suggesting that the child use assertive behaviours
as a way of dealing with the violence they are experiencing. This could place them in a dangerous position
at home. In fact where a child is living in a culture of family violence they may already have a number of
sophisticated and effective coping mechanisms in place. Whilst these mechanisms are often inappropriate
to non-violent settings and surroundings, they have been developed out of sheer necessity to survive.
It would be wrong for facilitators to strip these away. Should instances of family violence become known to
the facilitators, they are bound legally, morally and clinically as mandated workers (within Victoria, Australia)
to make a notification to child protection services.
It is vital that a thorough assessment is conducted before the child is accepted into the group. This
information can be obtained from assessments/reports from other professionals, such as mental health
workers, paediatricians, or school staff who know the child and family. It is also important to ask questions
during the interview process about violence. Not only is it useful to gain an understanding, both from the
child themselves and the family member present, about the child’s aggressive behaviour and how it
manifests, but also to ask questions about who else in the family utilises aggressive types of behaviours.
A thorough assessment will assist in ensuring that Feeling is Thinking is the most appropriate program for
the child, over and above an alternative program designed specifically for children who have been exposed
to family violence, (for example the CGP’s Parents Accepting Responsibility Kids Are Safe–PARKAS Program,
see Section 4 Menu of CGP Programs or see references, Bunston 2003).
As the nature of family violence is often secretive however, it may not become known until later in
the running of the group, that a participant lives in a family where there is violence, or may not become
known at all.
Irrespective of this, from the outset facilitators need to explain mandatory reporting to the family and
the child. They need to understand the requirement of reporting any information the child discloses about
family violence whilst in the group, or indeed, should such information become known from other sources.
Whilst family violence is a difficult area to work with, it is important as professionals that we do not shy
away from, or ignore family violence. We can make a positive difference in the lives of children by
acknowledging and responding to circumstances in which they are not safe.
It is also useful to let the family member know that should they wish to access counselling for any
family members, facilitators can assist them in this process.
Note: For a definition of what we believe constitutes violence, and the impact that violence can have on
children and young people, please refer to Appendix C.

SECTION 2
PROGRAM SESSION OUTLINES

Week 1: Getting to know one another
Specific aims: Materials: • Stickers and sticker
WEEK 1
• to explain to children the • Name tags charts**
purpose of the program • Soft, medium size ball
• Balloons (2 balloons of
• to create opportunities for each colour are required (Poison ball**)
participants to get to know for work in pairs) • Lolly jar (optional)
one another - fill a small jar full of lollies.
• String
Positive behaviour is rewarded
• to establish some individual with a guess of the number of
• Music & recorder
goals for participants lollies in the jar each week, with
• Butcher’s paper, blu-tac/ a view to the correct guess
• to establish rules and their
drawing pins, pens, textas, winning the jar at the end of the
consequences for the group
rulers, pencils etc. group. To encourage sharing,
• to explain and discuss issues however, facilitators ensure that
• ‘Name the expression’
of limited confidentiality no-one actually wins the jar and
worksheet* the lollies can be shared among
• ‘Feelings’ worksheet* all participants in the final session.
• Week I reflection sheet* *See Appendix C

**See Section 4
1. Introduction to program (5 minutes)

Facilitators begin by welcoming participants to the group and telling them a little about Feeling is Thinking.
Revisit the aims of the group, as discussed in their initial interview, and reinforce that part of the purpose
of the group is to explore and understand what feelings there are, and to learn new ways of expressing
feelings appropriately.
Remind participants of times and venue, and that the group will run for the next 8 weeks. Each session
will run for about 1.5 hours.
Inform participants that our aim is to get to know each other, and to learn new ways of talking about
feelings. Most importantly our aim is to make sure that we all have fun and feel safe in the group.
It is important to raise issues of confidentiality. This means what is discussed in the session remains
in the session, although participants are encouraged to talk to their family (without using identifying
information about other participants within the group) about what they do in the group, if they would
like to do so. Limited confidentiality refers to disclosures children may make, which indicates that either
themselves or others in their family may be at risk or harm. In these instances it may be necessary for
facilitators to act on this information outside of the group and the participant and their family need to be
made aware of this. Participants should be made aware of circumstances relating to limited confidentiality
at the very beginning of the group.
Note: Children need to feel both physically and emotionally safe whilst in the group as they are required
to talk about themselves and their behaviour. Facilitators need to provide an environment in the group in
which children can feel as comfortable as possible while sharing with others the parts of themselves that
are not always seen as positive by themselves and other people in their lives. We know that allowing the
children to take responsibility, or ownership, for some of the group process, by creating their own group
rules, often helps them to feel safe. Positive modeling by facilitators of respectful relationships, and most
importantly allowing children to have fun in a safe environment, using lots of positive humour, also
contributes to their sense of safety.

2. Warm up: ‘Getting to know you’ Balloon Game (10 minutes)
Facilitators ask each participant to:
• Blow up and tie off balloons
• Invite participants to form a large group and tell them that you are going to play some music.
The balloons must be kept in the air and not hit the floor whilst they move around the room
• Participants are then asked to keep the balloons in the air, first using both arms, then one arm, and
eventually no arms
• When the music stops, tell participants to form a pair with the person who has the same colour balloon
as them
• The pairs then need to find three things that they have in common (for example, favourite foods, music
etc). These are the first stages in getting to know each other
• Participants are invited to return to the big group and to introduce their partner.
They are encouraged to pass the information that was shared by that child onto the whole group
• Participants are then asked to draw a feeling on their balloon and show it to the group.
The group is to guess the feelings drawn
• Optional – tie string to the balloons so that participants can keep them
3. Establishing group expectations and rules (10 minutes)
Ask for a few volunteers (making sure the participant willingly volunteers and is not made to feel
embarrassed by their body) who will lie on a large piece of butcher’s paper and have a part of their
body traced (i.e. one child’s head, another child’s hand etc, until forming a full body image, inside
which participants are asked to come up with the rules they would
like to be applied to the group).
This activity is designed to encourage individual participants Questions to ask the
to start thinking of themselves as part of a group. group include:
These are recorded inside the body image and become the What helps a group work?
group rules, which are to be pinned up each session and referred What is not helpful in a group?
to as needed. What don’t you want to
Strategies and consequences are also discussed if someone is see happen in the group?
having difficulty being part of the group. These are outlined as
follows:
1. Reminder about the group rules
2. Second reminder
3. Decision to work together to help the person having difficulty with rule
4. ‘Time out’ inside the room
5. Time out of the room with a facilitator
It is sometimes useful to include a list of outcomes for positive behaviours, for example:
1. Congratulations
2. Choose your own sticker
3. Guess of the lolly jar
4. Phone call or note home to tell parents about positive behaviour

Note: As an option only, facilitators might ask the children to sign the list as a contract. If facilitators
ask participants to do this, they should also sign the contract. This can be a way of letting participants
know that they are also expected to follow the group rules. Facilitator’s should only do this if they feel
comfortable working this way.
It is important that all of the facilitators play a role in managing consequences when required so that
children are witness to the modelling of a positive, cohesive working relationship. This means that all
facilitators must be prepared to follow through with consequences so that children are unable to
create a ‘split’ between the facilitators.
Facilitators need to be aware that some children often find the group process difficult to manage, therefore
other strategies have been used to help these children to achieve a positive experience from the group.
Some of these strategies have included, using a positive behaviour checklist for individual children, and
giving ticks for trying hard to participate etc. Having a facilitator who may have begun to develop a
positive relationship with the child gives extra support to that particular child (this may become their sole
role in the remaining sessions). There have also been times when the main content of the group has been
re-jigged or even discarded and replaced by a more enjoyable game or activity.
Many children suffer from low self-esteem which is manifested through their aggressive behaviour;
it can often be more beneficial at times to simply ‘support’ these children through the group, giving them
a positive experience of group work, rather than a sense of failure for not fitting in or being removed from
the group context. If the child has a positive experience of the group, regardless of how much of the
content they have learnt, they may be willing to engage with other interventions in the future and the
successful completion of this group could be a springboard for other successes in interacting with others.
4. What are feelings? (30 minutes)

A group brainstorm to name the widest range of feelings the participants can think of provides the
facilitators with an insight into how the group understands the concept of ‘feelings’. These feelings are
to be written around the outside of the body outline.
This activity is simply for facilitators to gain insight into the
Questions to ask the
range of feelings that the participants already know. Facilitators
group include:
help participants to make the connections between the feelings
they experience and what caused the feelings in the following What are feelings?
sessions. It is useful to bring this back each week and to add What feelings do we have?
new feelings if required. It also enables participants to check out Where do they come from?
their own, and others understanding of what different ‘feeling’
words mean. What do they look like?
What do/could these
5. ‘Name the expression’ worksheet (10 minutes) feelings mean?
Participants are given a worksheet of faces that are missing
various details. Half of the faces on the worksheet express a
range of feelings. Participants are required to identify and write
down the feeling. The remaining faces are empty, but a word below
each face describes a feeling. Participants are required to draw the
named feeling, (see Appendix C).
6. Game (5 minutes)
Each week a game of the children’s choice is played either inside or outside, depending on the weather
and safety issues. For containment reasons, (meaning to assist children to feel physically, as well as
emotionally safe), it may not be wise to venture outside for some groups.
This can be any game and does not need to fit with the group content, although another ‘get to know you’
type of game would be recommended at this early stage of the group.

Note: Wherever games are indicated throughout the remaining sessions, this is done so only as an optional
idea and if time permits. Facilitators need to use their own discretion in deciding the suitability of games
based on needs of the participants.
Allowing the children to decide on the game not only provides them with some ownership of the group
content, but also allows them to practice their negotiating skills. If participants are unable to agree, a
‘majority rules’ vote takes place, and if possible other games identified can be played in future sessions.
A list of suggested games and their instructions are available in Appendix B.
7. ‘Feelings’ worksheet (Additional activity if time permits) (10 minutes)

Introduce the worksheet ‘Feelings’. The ‘Feelings’ worksheet requires participants to complete a list
of sentences. In the sentences participants identify a time when they experienced a particular feeling,
identify what it was that caused the feeling, and describe their usual behaviour whilst experiencing the
identified feeling.
This activity allows the group members to think of what happened to cause the emotion, how they
handled the situation, and if things could be managed differently.
While this worksheet can be completed for homework if required, it is wise to complete it during the
session, as experience indicates that it is rare to have all homework sheets completed and returned.
8. Week 1 reflection sheet (5 minutes)

At the end of each session participants are asked to complete a reflection sheet that matches the
specific themes discussed each session. Facilitators should keep these until the end of the program.
At the conclusion of the program the reflection sheets are returned to the child so they can reflect on
their experiences of the group in their own time (see Appendix C).
Note: The same reflection sheet format is used each session. These can be used as a tool for feedback
and to make changes to the program, if required as well as being a useful tool for report writing and
gauging a child’s progress. This also provides participants with an opportunity to raise any issues they
would like to express, but feel unable to discuss within the group. Facilitators then read these reflection
sheets immediately after the session and determine if any issues need to be followed up.
9. Feedback/Stickers (5 minutes)
Participants are given feedback by the group facilitators about what they have noticed in the group.
A corresponding sticker is given for their sticker chart. Facilitators can use either ‘Strength stickers for Kids’
or ‘I Can’ stickers from St. Luke’s Innovative Resources (see References).
If a participant has been observed trying new concepts, then they should be given a sticker that
corresponds with and celebrates this achievement. The facilitator should explain to the participant why
they chose that particular sticker. It is important for participants to understand the connection of the
sticker to the positive behaviour they have exhibited, and that this is reinforced with a reward. This is the
same procedure for every session as it signals group closure to the participants, and is intended to bring
them back to a safe, positive position prior to leaving the group.

SECTION 2

Week 2: Exploring feelings
Specific aims: Materials:
WEEK 2
• to encourage children to • Name tags • ‘Where do you feel your
recognise other peoples’ anger?’ worksheet**
feelings • Group rules
• ‘Feelings’ cards* • Week 2 reflection sheet**
• to teach children to identify
their own feelings and • Stickers and sticker charts* • Ball
emotions, e.g. exploring
physiological sensations • Butcher’s paper for • Lolly jar (optional)
Body map
• to teach children to recognise
the connection between body, • Blu-tac, pens, drawing paper,
mind and action textas, pencils etc.
• to explore anger and

recognise other feelings that
might be mistaken for and
expressed as feeling angry
*See Further resources
**See Appendix C
1. Introduction (5 minutes)
Introduce session theme – ‘Exploring feelings’ and review group rules
2. Warm up: ‘Feelings’ charades (15 minutes)

Hand out a feeling card to each participant. Ask participants not to show their feeling cards to others.
Each participant is to act out the actions as described in their feeling cards. The audience is to guess
the feeling. Feelings include: anger, frustration, sadness, worry, fear, anxiety, excitement, jealousy etc.
A brief discussion should take place about why it is important for participants to be able to identify
the feelings of others, e.g. if someone looks very mad, is this a good time to ask them for something?
Why/why not?
The purpose of this activity is for facilitators to check how congruent participants’ actions are in response
to certain feelings, i.e. do the participants’ actions match the feeling being expressed? Facilitators are also
given an opportunity to assess informally if participants are able to identify feelings in others. It is also a
fun way for children to express themselves.
Note: For this activity facilitators need to be aware of participants’ cognitive abilities to ensure that
children are not set up to fail because of an inability to understand more complex feelings, such as
jealousy or anxiety, etc.
3. Body maps (20 minutes)

Participants form small groups. Ask for a volunteer and then trace around their body on a large piece
of paper to form a body map (first explain this task and ensure they feel comfortable with this exercise).
Groups are asked to think about a strong emotion (other than anger) that they have experienced recently,
such as frustration, embarrassment etc. (it is important to provide participants with an opportunity to
explore a range of strong emotions apart from anger). If possible, the group should come up with an
emotion that more than one person has experienced. They are then asked to think about where they
might have experienced this emotion in their bodies.
Facilitators help them to explore the warning signs, and to consider how others might know how they are
feeling. Examples might include sweaty palms, butterflies in the stomach, more rapid breathing, red face,
wobbly legs etc. Participants are then asked to represent these feelings on their body maps, thinking
about their whole bodies.
Facilitators emphasise that it is important to pick up on how other people are feeling, why they might
be feeling this way, and to learn how to recognise feelings in our own bodies. When we learn how to
recognise the signals/sensations in our bodies, then we can learn to be more in tune with our bodies and
more in control of our behaviour through thinking about, rather than just reacting to what our body is telling us.
Facilitators need to encourage children to think about times when they experience positive or negative
signals in their bodies, and to discuss with participants how sometimes our negative feelings have a
positive purpose, (i.e. if we acknowledge our butterflies or ‘yucky’ feelings, we may not then do something
that could put us in danger).
Each small group then shares their body map with the larger group. Discussion and reflection about the
physical experiences of feelings is encouraged.
Note: Facilitators always need to explain clearly to participants what you are asking them to volunteer to
do. It is important that a participant who is self-conscious about his/her body size, or finds the intimacy of
this process frightening or embarrassing, not feel forced into ‘volunteering’. This requires facilitators to read
the obvious and not so obvious signals of individuals with some sensitivity.
4. Game (10 minutes) – suggest Poison Ball (see Appendix B)

5. ‘Where do you feel your anger?’ worksheet (15 minutes) (see Appendix C)
Introduce the worksheet ‘Where do you feel your anger?’This is similar to the body map, but it is done
individually rather than in a group. Participants are required to draw or write where and how they might
experience their anger.
6. Week 2 reflection sheet (5 minutes) (see Appendix C)

7. Feedback/stickers (5 minutes) (see further resources)

SECTION 2

Week 3: Strong emotions - what do they look like?
Specific aims: Materials: • ‘Handling anger’ cue cards
WEEK 3
• to explore with the children • Name tags • ‘Facts about anger’
their definitions of anger and worksheet
• Group rules
other strong emotions
• Music & CD player or • Week 3 reflection sheet
• for children to identify the
tape deck • Stickers & sticker charts
times, the situations and
the people that may make • Body map from last week (see further resources)
them angry • Ball (Poison ball)
• Scribe poster (A3/5
• for children to become more poster paper to record • Lolly jar (optional)
aware of their physiological participants’ responses)
responses when they
• Blu-tac, pens, drawing
experience anger
paper, textas, pencils etc.
• to explore how to manage
angry feelings
1. Introduce theme: Strong emotions: What do they look like? (10 minutes)
Introduce the concept of anger. Initiate a discussion to assist in developing a group understanding
of what is anger, how it is expressed and how it may impact on their lives and the lives of others.
Questions to ask the group What is anger? What are the good and bad
include: consequences of our anger?
What happens when
we get angry?
(Facilitators write responses
Is anger good or bad? on poster paper)
Note: Here might be a good time to mention ‘loving someone,’ as a strong emotion and what this might
mean. Facilitators should ask participants about the different types of love that we experience. Facilitators
need to help make the link between how ‘love’ can often make us angry, especially when you love
someone, but they don’t share the same feelings, or they do not do what we want them to.
2. Angry animals (10 minutes)

Ask participants to think of an angry animal that reminds them of a situation or time when they were
angry. Draw the animal showing how its face and entire body looks when it is angry. Each participant then
shows and explains their picture of an angry animal. An alternative may be to bring in animal figures (toys)
and select which one represents them best when they are angry and why?
3. Game (10 minutes) (see Appendix B)

4. Handling anger (25 minutes)
Facilitators introduce some different ways of handling anger. Facilitators place several cards down on the floor with
the following cues*:
* Facilitators will need to make their own cue cards using these cues and any others they think would be useful.
• Stay alone • Sit by myself • Get embarrassed

• Pretend that I’m not angry • Cry • Hit
• Gossip • Smash something • Punch
• Body feeling tight • Deliberately hurt someone • Feel bad
• Ask person to stop annoying me • Take deep breaths • Argue
• Tell a friend • Count to ten • Give in
• Tell an adult • Walk away • Apologise
• Hold my feelings in • Explode • Steal things
Ask the participants to walk around the room and pick up a card that best matches the way they handle
their anger. Facilitators then invite participants to explain why they chose each card. Facilitators can ask
the following questions:
• How do you usually deal with your anger?
• How could you deal with your anger better in the future?
• What happens when you handle your anger this way?
• Is it helpful? Does it work? Is the problem sorted out?
• Who else do you know who handles anger this way? Other family members? Friends?
• If you were to pick a card to describe how girls handle anger, which would you pick?
What about boys?
• Are there any differences in the way males/females show anger – if so, why?
Facilitators scribe responses in relation to how each child handles their anger.
Write the responses under ‘action’/‘outcomes’ columns.
Note: Facilitators should allow time for teasing out stereotypical responses from the children. Be aware
that this kind of discussion could be a trigger for exposing issues of inappropriate angry responses that
happen within their home lives (refer to Appendix C: ‘Possible effects of Domestic Violence on Children
and Young People’ & ‘Recognising that living with Domestic Violence is a form of Child Abuse).

6. ‘Facts about anger’ worksheet (15 minutes) (see Appendix C)
Introduce worksheet, ‘Facts about anger.’The worksheet suggests that anger is a natural emotion which
is neither good nor bad, but is the action that participants choose as a result of their anger that can have
either positive or negative consequences. Participants are required to write or draw the actions they
engage in when they become angry. They are then required to identify as many as possible positive
and/or negative consequences of such actions. Facilitators then invite participants to share their
responses with the rest of the group.
Note: The intention of this activity is to assist children to begin to take responsibility for their own actions,
rather than blaming others. It is also hoped that they can begin to link feelings with actions and
consequences.
7. Week 3 Reflection sheet (5 minutes) (see Appendix C)


SECTION 2

Week 4: What things make people angry?
WEEK 4
• for children to further identify • for children to begin • Name tags
what makes them angry to understand how the • Group rules
anger of others impacts
• for children to begin to • Scribe poster
upon them
recognise what triggers
their anger • for children to have the • Blu-tac, pens, drawing paper,
opportunity to express textas, pencils etc.
• for children to begin to
painful feelings associated • ‘Volcanic eruptions of feelings’
understand how their anger
with their experiences worksheet
impacts on others
of being bullied or dealing
• for children to begin to with peer pressure • Week 4 reflection sheet
take responsibility for their • Stickers & sticker charts
actions when angry (see further resources)
• Ball (Poison ball)
• Lolly jar (optional)
1. Introduce theme: What things make people angry? (15 minutes)

Facilitators review the idea from last session that anger is a natural response that is neither good nor
bad, but is the action we choose as a result of our anger that can have good or bad outcomes. Facilitators
introduce the idea that a number of things that we do makes others angry. Briefly discuss how there are
also things that others do that make us angry, or have an impact upon us.
Facilitators should help participants to make the links between
the types of things that make them feel angry and how they
respond to their strong emotions, the types of behaviours they Facilitators can ask the
choose, and the good or bad outcomes of such behaviours. following questions:
How do you know when
2. Game (10 minutes) (see Appendix B) you’re feeling angry?
3. What things make people angry? (20 minutes) What do you feel inside your
In a large group, brainstorm situations or things that can body?
trigger someone’s anger. Ask participants if these are things What do you feel outside your
that also make them angry. (Facilitators write down responses body?
on poster paper). Have you ever noticed
yourself responding
Facilitators help participants to make the connection between,
differently?
what makes them angry and how they handle their anger. Help
participants to understand that how they handle their anger not How was it different?
only has an impact on themselves, but also has an impact on What was the outcome?
others around them. How do you think you
could stop yourself before
4. Game (10 minutes) (see Appendix B) you explode?

5. ‘Volcanic Eruptions of Feelings’ worksheet (20 minutes)
Introduce the concept of the Volcanic Eruptions of Feelings by explaining that the volcano shows the
build up of strong emotions, such as anger, frustration etc. The Volcanic Eruptions of Feelings is used
to assist us to recognise our warning signs when feeling angry etc.
Ask participants where they would place their angry animal (from last session) on the volcano. Use the
situations identified within the ‘What makes people angry?’ brainstorm as a guide to what level of anger
their animal is expressing.
Facilitators ask the group for suggestions about what people could do to bring them down the Volcano.
(Facilitators write responses on poster paper).
Note: When asking questions to children about strong emotions such as anger and sadness, facilitators
must be prepared for their answers. They may reveal quite serious family issues, especially if answers
describe the child’s experience of family violence or some level of neglect or abuse. If a thorough
assessment has been made prior to the child’s participation in the program, facilitators may already know
this information, however, the child’s first experience or disclosure of such issues may occur during a group
session. If this is the case, facilitators will need to assess the need to either make a notification, or a
referral for individual, couple or family counselling.
It is important that facilitators appreciate the complexities of this sort of program and that anger issues
may signal some deeper contextual issues confronting the child.
Alternatively, facilitators might like to draw a volcano on a large piece of plastic sheeting or butcher’s
paper and ask the participants to physically walk through the experience.


SECTION 2

Week 5: Managing anger: telling it truthfully
WEEK 5
• for the children to be able • Name tags • Week 5 reflection sheet
to identify how they express (see Appendix C)
• Group rules
their anger
• Stickers & sticker charts
• Blank A4 or A3 poster paper
• for the children to learn (see further resources)
(x number of participants)
how to express their strong
• Ball (Poison Ball)
feelings appropriately • ‘Stand Up’, ‘Stand Down’
& ‘Stand Over’ Poster • Lolly jar (optional)
• for children to learn the
(available from the CGP)
concepts, ‘Stand Up’,
‘Stand Down’ & ‘Stand Over’ • Scribe poster
• for children to learn when and • Blu-tac, pens, drawing paper,
why ‘Stand Up’, ‘Stand Down’ & textas, pencils etc.
‘Stand Over’ may be necessary
• Story book - Standing Up
to the Stand Over Woman
(see accompanying booklet)
1. Introduce theme: Managing anger (5 minutes)

Facilitators suggest that this session will look at the different ways of responding to situations that cause
us to experience strong emotions, such as anger or sadness, and how, if we are aware of our feelings, we
can deal with them in more positive ways.
Note: It is important for facilitators to remind participants that the group is soon coming to an end, this will
allow time for participants to begin to prepare themselves for the feelings they may experience about the
group’s completion. This should now be reiterated at the start of every remaining session right up until the
final group.
2. News segment (10 minutes)

Facilitators ask participants to share some brief news (1 minute per person), about what they have learnt
so far from the group, or about a new concept that they have tried outside the group.
3. Telling it truthfully (30 minutes)

Facilitators introduce assertive (‘Stand Up’), passive (‘Stand Down’) and aggressive (‘Stand Over’)
behaviours (poster available from the CGP).
Facilitators explain to participants that the way we try to approach a problem situation is very important,
for example, ‘what we do’ and the messages we give about ‘how we do’ it may help sort out the problem.
Brainstorm ‘Stand Up’ – refer to assertiveness as ‘Stand Up’: this is a way of standing up for yourself, and
what you believe in without hurting other people’s feelings. Examples include, making eye contact, talking
in a firm voice, standing up straight with shoulders back, making ‘I’ statements etc.
Brainstorm ‘Stand Down’ – refer to passiveness as ‘Stand Down’: that is, not standing up for yourself or
what you believe, but instead expressing yourself in an internalised, or non-confronting way. Examples
include, avoiding making eye-contact, talking in a sulky voice, mumbling, constantly putting one’s self
down, and reacting ‘like a little mouse’ etc.

Brainstorm ‘Stand Over’ – refer to aggressiveness as ‘Stand Over’: that is standing over people in order
to get your own way, or expressing your anger verbally and non-verbally in an aggressive and threatening
manner. Examples include: bullying, yelling, and making threats verbally and/or physically.
Note: Facilitators need to explain to participants that it is sometimes more appropriate to use a ‘Stand
Down’ (passive) response, particularly when there may be an imbalance of power present. Facilitators need
to explain to children that it is not a good idea to use a ‘Stand Up’ (assertive) response to a situation that
makes them feel angry if this puts the child in more danger. For example, it would be extremely dangerous
for a child who is the victim of family violence to ‘Stand Up’ for him/herself against the violence or
the perpetrator.
Facilitators should explain to children that they will have to judge when using a ‘Stand Up’ response to
a conflict situation could in fact place them in more danger, thus it may then be best to use a ‘Stand Down’
response instead. Facilitators should explain to participants that often adults can make very poor
judgements about when to ‘Stand Up’ or ‘Stand Down’ to others. Here we are not expecting that children
will be able to exercise discernment, but see it as a beginning step in thinking about, rather than purely
reacting to, their strong feelings.
5. Story: Standing Up to the ‘Stand Over’ Woman (30 minutes)

Facilitators read out the story of Standing Up to the ‘Stand Over’ Woman. The group is asked to reflect
on the story. The types of questions to ask during reflection time include:
• How might Vernon be feeling on the inside?
• How might he look on the outside?
• What might Vernon’s mother/father notice?
• What might his friends notice?
• What words would he use to describe how he is feeling?
• What would your body look like if it was feeling like that?
• What would it mean for Benita to change her behaviour?
• What might she gain/lose if she changes?
• What would she need to do to change?
• Should she change?
(Facilitators write responses on poster paper)
Note: These are sample questions only and may not all be necessary. They are simply ideas of how to
prompt participants to start thinking about the complexities of a situation like the one in the book.


SECTION 2

Week 6: Taking risks
Specific aims: Materials: • ‘Stand Up’, ‘Stand Down’
WEEK 6
• to have more practice at • Name tags & ‘Stand Over’ Poster
handling difficult situations (available from the CGP)
• Group rules
• to revisit concepts of • Week 6 reflection sheet
• ‘What things make people (see Appendix C)
‘Stand Up’, ‘Stand Down’
angry?’ brainstorm poster
& ‘Stand Over’ • Stickers and sticker charts
• Puppets (see further resources)
• to continue to explore
more appropriate, positive • Role play scenarios and • Poison ball/koosh balls
coping mechanisms prompt cards
• Lolly jar (optional)
• to overt feelings children • Blu-tac, tape, textas
may have about the group
finishing
final group.
1. Warm up: Review ‘Stand Up’, ‘Stand Down’, ‘Stand Over’ (10 minutes)
Facilitators review the meanings of the terms ‘Stand Up’, ‘Stand Down’, and ‘Stand Over’, to make sure
that participants understand the meanings of each term.
2. Game (10 minutes)

A suggested game here might be the game ‘Changes’ (see Appendix B) which will help the participants
to begin to become used to performing in front of the group, in time for the puppet play and the role
plays ahead.
Note: For the next part of this session two alternative suggestions have been made. Both have the
intention of allowing the participants to further practise the ‘Telling it Truthfully’ concepts they have learnt
in the previous weeks. Both ideas work best when participants break into small groups.
The first is to allow participants to practise doing a role-play of a difficult situation using puppets as props,
practising the concepts, ‘Stand Down’, ‘Stand Over’ and finishing with ‘Stand Up’.
The second is to give participants in their small groups a specific situation that requires them to practise
the concepts, ‘Stand Down’, ‘Stand Over’ and finishing with ‘Stand Up’. (See Appendix C for role-play ideas or
select common themes from the situations generated by the participants in the ‘What things make people
angry?’ brainstorm from session 4.)

3. Puppet play (55 minutes)
Facilitators split participants into small groups. Each group is required to perform a puppet-play using
three different ways of handling difficult situations: ‘Stand Up’ (assertive), ‘Stand Down’ (passive) and
‘Stand Over’ (aggressive).
THEME – ‘Being teased in the playground’
Note: It is useful for facilitators to demonstrate the difference between ‘Stand Up’, ‘Stand Down’ and
‘Stand Over’ in a role-play before asking participants to do their own role-plays.
OR
4. Role-play: Difficult situations (55 minutes)

Facilitators remind participants about the different ways of handling difficult situations, such as ‘Stand
Down’, ‘Stand Up’ and ‘Stand Over’.
Facilitators reinforce that these are fictional scenarios, however encourage participants to take
responsibility for their own actions when required, and attempt not to blame others for their own behaviour.
Participants split into small groups and are given scenarios of difficult situations. Prompt cards can
be used to remind participants to practise using ‘I’ Statements, the ‘Broken record’ technique, and not
to ask ‘Why?’
Note: Again, it is useful for facilitators to demonstrate the difference between ‘Stand Up’, ‘Stand Down’
and ‘Stand Over’ in a role play before asking participants to do their own role plays.
Also, this activity needs to be set against a backdrop that recognises that the ‘Stand Up’ response to
handling conflict is not always the best option. Facilitators may, once again, need to discuss with children
when it is useful to use ‘Telling it Truthfully’ and when it is not. Facilitators need to encourage the children’s
capacity to make judgements about different situations.
Groupings should be chosen at the discretion of the facilitators. For example, will all groups practise all the
techniques, or will one group practise the ‘Stand Up’ technique, one group the ‘Stand Down’ technique, and
one group the ‘Stand Over’ technique?

7. Feedback/stickers (5 minutes)

SECTION 2

Week 7: Practising changes
Specific aims: Materials: • Week 7 reflection sheet
WEEK 7
• to expand children’s capacity • Name tags • Stickers and sticker charts
to identify a range of different, (see further resources)
• Group rules
yet complementary, feelings,
i.e. sadness-anger, fear-anger • Role-play prompts • Ball (Poison ball)
• to review the usefulness of • ‘Standing Up, Standing • Lolly jar (optional)

existing patterns of behaviour Down and Standing Over’
participants may use poster
• to reflect on the children’s • Butcher’s paper and textas
readiness to change negative
• ‘Guess which’ cue cards
behaviours into more
(see Appendix B)
positive ones
• ‘Trying something new’
• to enable some positive risk-
worksheet
taking around alternative ways
of expressing strong emotions
final group.
1. Warm up: ‘Guess which’ (15 minutes)

Participants act out a scene that involves feelings, either individually or in pairs. The audience has to try
to identify the feeling or style of communication being used, i.e. ‘Stand Up’, ‘Stand Down’ or ‘Stand Over’.
2. Review and ‘Stand Up’ role plays (40 minutes)

Review discussions from previous week around styles of communication, i.e. ‘Stand Up’, ‘Stand Down’ or
‘Stand Over’. Allow time for the participants to do more role-plays of difficult scenarios, but this time
participants are expected to respond to the situations using the ‘Stand Up’ technique of problem solving only.

4. ‘Trying something new’ worksheet (Appendix C) (10 minutes)
To assist participants in attempting to change their old bad behaviour, this worksheet requires participants
to reflect on things that they would like to change, and how this makes them feel. Participants identify
something personal that they would like to see change in the future, and then to identify what they could
do differently to achieve such changes.
Note: It is important that facilitators assist children to identify something they would like to change that
is achievable. Facilitators may need to explain again to children that they are only in control of their own
behaviour and responses to the actions of others, and that they cannot change the behaviour of others.

7. Feedback/stickers (5 minutes)
SECTION 2

Week 8: Finishing up and saying goodbye
Specific aims: Materials: • Participants’ work (collected
WEEK 8
• to review the program • Name tags during group sessions)
and reinforce what’s been • Puppets
• Group rules
learnt – i.e. new skills and
achievements • Pens, pencils, textas, crayons • ‘Reflection worksheet
(see Appendix C)
• to allow time for the children • Blu-tac/drawing pins, tape
to express their feelings about • Stickers and sticker charts
• Strength cards/feeling (see further resources)
the group ending
cards/bear cards
• to celebrate the individual (see Further Resources) • Certificates
achievements of each (see Appendix A)
• Koosh balls
child in the group • Weekly brainstorm posters
• Ball (Poison ball)
• to have fun in a safe way • Party requirements
• ‘Stand Up, Stand Down, (chips, lollies, cordial etc.)
Stand Over’ poster
(available from the CGP)
Note: It is important for facilitators to remind participants that this is the final group, and to allow time
for participants to express their feelings about the group ending.
Again, it is important for facilitators to recognise that saying good bye for some children with significant
grief and loss issues, may create a feeling of anger for them, especially if they have had the people they
love leave them regardless of what they have wanted (i.e. parents divorcing etc).
1. Feeling cards (10 minutes)

Participants sit in a circle on the floor. Facilitators place a number of bear cards (or alternative) face up
inside the circle.
Participants are asked to choose a bear card that shows how they felt about coming to the group on
the first week. Once everybody has had a turn, facilitators then repeat the process, but this time asking
participants to choose a bear card that shows how they experienced the group overall. Then finally
facilitators ask the participants to choose
a bear card that shows how they feel
about the group ending.
Questions include: Do you do anything to
2. Game (10 minutes) (see Appendix B) express your feelings
What was it like coming differently?
3. What I have learnt (15 minutes) to the group each
week? Has anyone noticed the
Participants are asked to complete a changes?
brief worksheet that is returned to the Has it helped you to
change in any way? One thing I will
facilitators. This assists in reviewing remember is....
the program as a whole. What’s changed?
Is there anything else
you would like to say?

Note: The feedback from these sheets is handy to use as a tool for the feedback in parent/child sessions
at the completion of the program.
Alternative ways of checking these responses include: do this activity as a general discussion with a
facilitator scribing the participants’ responses, write the questions up on separate ‘graffiti sheets’ which
will allow each child to write their response in a more informal way.

5. Feedback/stickers and certificate
6. Presentations (15 minutes)
7. Party/celebrations
This is usually a fairly informal social party where participants and facilitators might share some party
food, such as chips, lollies and drinks (or healthier alternatives) and might spend some time reflecting
on the group experience, or playing some fun games. Participants’ work can be handed back, and
certificates presented.
Note: In approximately week 5 facilitators will have invited parents/carers and/or significant adult of the
participants to attend the final 20–30 minutes of this session to join in the presentations and celebrations.
However, firstly, facilitators will have asked participants if they would like their parent/carers to attend,
and if they would be able to be there. A decision is usually made depending on the responses of the group.
If any child strongly disagrees with their parent/carer attending, then it is advisable that no parents/carers
are asked to attend.
Where the decision has been made to ask parents/carers to attend, and it is known that some childrens’
parents/carers are unable to attend due to other commitments, a discussion about how this child can
inform their parent/carer about the celebrations is advised. Facilitators should also encourage participants
to be supportive of their peers who do not have family members present, as well as reminding children
that some parents/carers do have to fulfil other commitments, such as work etc.

SECTION 3.1
APPENDIX A: FORMS
Appendix A contains sample material that may be adapted to suit the needs of individual facilitators.
S
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Feeling is Thinking (FisT) Program
Information for professionals and families
Feeling is Thinking is an eight-week group program that focuses on working with children who experience
difficulty in expressing their strong feelings.
Aims:
• to create a safe environment for children • to assist children to build their self esteem
to understand, express and manage their
• to establish support networks within the
strong feelings
child’s school and family to maintain and
• to provide children with the opportunity practise concepts utilised in the group
to develop skills that will allow them to
• to encourage children to begin to take
establish and maintain positive interpersonal
responsibility for their own behaviour
relationships
• to encourage children to begin to understand
• to assist children to develop healthier ways
how their behaviour impacts on others
to resolve conflict
Key objectives
• for children to understand and explore the origins of their strong feelings
• for children to feel more confident to express their feelings positively
• to increase children’s assertive behaviours and problem solving skills
• to assist children to improve their social skills and relationships with others
• for children to become familiar with a range of different feelings and emotions
• to provide feedback, information and strategies to families and school staff regarding
children participating in the program
Recommended target group

This program has been identified as being most suitable for those children aged between 8–11 years
who are experiencing problems in expressing their strong feelings, and who have difficulties in their
interpersonal relationships. They may have difficulty in expressing emotions (either by internalising or over-
externalising emotions), and struggle in successfully resolving conflict.
The program has a limit of six (minimum) to eight (maximum) participants, with issues of gender being
considered when establishing the group, i.e. facilitators should strive for a 50/50 gender mix, or may
choose a same sex group, etc.
Note: Through experience it has been noted that the concepts covered can be adapted to the
developmental level of the participants. It has been observed that the following age groups work together
successfully: 8–9 year olds and 10–11 year olds.
Themes covered in the program

• Getting to know one another • Managing anger: telling it truthfully
• Exploring feelings • Taking risks
• Strong emotions: What do they look like? • Practising changes
• What things make people angry • Finishing up and saying goodbye
Structure and format
Feeling is Thinking is an eight-week program with weekly sessions of 1.5 hours in duration.
The program has a limit of 6–8 participants. Issues of gender are considered when establishing the group.
Each session follows a similar format:
• Introduce new theme • Related activities
• Review previous week • Game
• Warm-up activity – focussing on different types • Reflection time
of feelings
• Stickers and feedback
Facilitation
The same facilitators will be present for the duration of the program. Two facilitators as a minimum will be
running the program, with the possible inclusion of a student teacher or student social worker etc. to assist.
Facilitation of the program is most successful when facilitated by a staff member trained in the program,
and has experience, or a keen interest in student welfare issues.
For further information about the Feeling is Thinking Program, contact:
on
1. Selection process for group participation

Prior to commencement of the group, facilitators conduct an interview with the parents and children who
have been referred to Feeling is Thinking. This is to determine the suitability of the program to address the
needs of the child, family, school and health centre, etc.
A number of evaluation tools may be completed pre and post the group program. These include a parent
consent form, a general information form, and a behavioural checklist - a ‘Strengths and Difficulties
questionnaire’ - that may be completed by parents and teachers. Children may also required to complete
pre and post ‘Self Esteem questionnaires’.
Note: School staff involved in facilitating the program may choose to ring the families of the children they
wish to refer to the group. This provides an opportunity to discuss the group prior to making an interview
time. Some families like to hear directly from school staff the reason their child has been chosen etc.
Feedback sessions
Feedback sessions are offered to parents/carers of children participating in the group. These are offered
at the mid-way point and again at the conclusion of the group program.
The mid-way session is intended to provide parents/carers with further information about the content
of the group and to show some of the children’s work produced during the sessions.
The final feedback is intended to inform parents/carers about their child’s participation in the group,
achievements, and areas needing further work from the child and family. This is a two-way process
whereby the family and child (if present) also have the opportunity to give feedback to facilitators.
It is during this final feedback session that the post evaluation material is completed where appropriate.
Feedback sessions can also offered to teachers or other service providers, i.e. case managers etc.,
of children involved in the program (where requested).

Date:
Dear Parent/Carer,
You may or may not be aware that your child has been invited to be a possible participant of the
‘Feeling Is Thinking’ (FisT) group.
‘Feeling Is Thinking’ aims to assist children aged 8–11 years to develop appropriate and positive ways
of dealing with strong emotions, especially anger and frustration.
In order for your child to participate in ‘Feeling Is Thinking’ we require that you and your child attend
a parent/child interview. You will be contacted in due course to make a time to meet for an interview.
Aims
We also wish to provide you with the groups details, which are as follows:
• to create a safe environment for children • to assist children to build their self esteem
to understand, express and manage their
• to establish support networks within the
strong feelings
child’s school and family to maintain and
• to provide children with the opportunity to practise concepts utilised in the group
develop skills that will allow them to establish
• to encourage children to begin to take
and maintain positive interpersonal relationships
responsibility for their own behaviour
• to assist children to develop healthier ways to
• to encourage children to begin to understand
resolve conflict
how their behaviour impacts on others
Group: Feeling Is Thinking

Venue:
Date:
Commencing: (for approximately 8 weeks)
Times:
Facilitators:
If you have any questions or concerns about the interview please contact:
on
Looking forward to meeting you and your child.
Regards,

© RCH MHS 2000
FIST ASSESSMENT / INTERVIEW FORM
Presenting problem(s)
List in detail up to three of the most significant difficulties the child is having:
1
2
3
How do you believe this group will benefit this child?
What outcomes would you like to see for the child at the end of the group?
Previous therapeutic involvement

List in detail any interventions that have already been tried with the child/family: What was the outcome?
How have the parents assisted and/or supported the child’s progress:
Are there any other agencies involved with the child?
Are you aware of any existing or previous history of family violence? If yes, please give (or attach) details
BACKGROUND FACTORS
List any other relevant details e.g.: family issues, medical issues, precipitating factors,
recent losses, risk factors:

© RCH MHS 2000
FIST REFERRAL FORM
Referrer name:
Telephone: Fax: Email:
Client/student details
Name:
Address:
Postcode:
Phone: Date of birth: Age:
School:
Teacher: Grade:
Is the child of Aboriginal orTorres Strait Islander Origin?
No Aboriginal Torres Strait Islander Aboriginal & Torres Strait Islander
Parent/carer details
Mother’s name:
Mobile No: Work No: Home No:
Father’s name:
Mobile No: Work No: Home No:
List any other agencies involved with the child:
Interventions already attempted with this child/family:
Presenting problem(s)
Please list up to three of the most significant difficulties the child is having:
(1)
(2)
(3)
How do you believe this group will benefit this child?

What outcomes would you like to see for the child at the end of the group?
Other comments or relevant details (i.e. family details/siblings etc.)

© RCH MHS 2000
FIST GENERAL INFORMATION FORM
Child’s name:
Child’s date of birth: / / Age: Sex: male / female
Mothers/carers name:
Address:
Phone No. (AH/MOB): Work No:
Occupation:
Fathers/carers name:
Address:
Phone No.(AH/MOB): Work No:
Occupation:
Languages spoken at home:
Primary language:
Education:
Has your child missed out on much schooling?

None Only when sick Extended periods of time
Has your child repeated a school year? Yes No
Number of schools attended?
Parental concern
Have you felt any concern regarding your child’s:
behaviour? Yes No
If Yes, please describe
emotional development? Yes No
physical development? Yes No
educational development? Yes No
Health
Does your child have any medical conditions? Yes No
Is your child on any medication? Yes No

Has your child received any counselling or psychological treatment? Yes No

© RCH MHS 2000
FIST GOAL SHEET (optional)
This helps us remember your goals for the group program.
Parent name/s:
Child’s name:
What would I like to change?

Child
Parent/s
How would I know things were better?

Child
Parent/s

© RCH MHS 2000
FIST GROUP PARTICIPANT’S DETAILS
Term:
Venue:
Name Address Age Contact No School Referrer’s name

© RCH MHS 2000
FIST CONSENT FORM 1
(including permission for materials produced)
Program name:
Term:
Venue:
Student/Client Name:
YES NO
Consent of parent/carer/guardian to participate

in the Feeling is Thinking program
Consent to complete all required pre- and post-

evaluation material
Consent to have photographs taken to be used for

the promotion of the Feeling is Thinking program
Consent to use written work/art/other materials created,

(originals or copies), for the promotion of the Feeling is
Thinking program
Consent to attend outings/activities
Consent to emergency medical treatment
Name (print)
Signed parent/carer/guardian Date

© RCH MHS 2000
FIST CONSENT FORM 2
(excluding permission for materials produced)
Program name:
Term:
Venue:
Student/Client name:
YES NO
Consent of parent/carer/guardian to participate

in the Feeling is Thinking program
Consent to complete all required pre- and post-

evaluation material
Consent to attend outings/activities
Consent to emergency medical treatment
Name (print)
Signed parent/carer/guardian Date

© RCH MHS 2000
FIST GUIDELINES TO CONSENT FORM
Consent to attend outing activities is giving permission for student/client to participate in all activities
away from the group venue.
Consent for Emergency treatment is in the event that your child requires medical treatment whilst in the
care of the group facilitators. Consent is for your child to be given any medication thought necessary and
appropriate to urgently administer for the physical health and safety of your child. Consent for photographs
to be taken is giving permission for the use of promotion in professional publications, or for general
exhibition with confidentiality assured as well as consent to utilise written work/art or other materials for
promotion of the program. Any private identifying information will not be disclosed.
Note: Should you not require the groups work material/photographs etc for the promotion of the program
please use the second consent form.

© RCH MHS 2000
FIST CONSUMER SATISFACTION FORM (Parents)
Can you please rate the following areas:

1. Your child’s behaviour at home
Great deterioration Slight deterioration No change Slight improvement Great improvement
Comments:
2. Your child’s behaviour and functioning at school
Comments:
3. Your family relationships
Comments:
4. Overall, how satisfied were you with the program?
Very dissatisfied Dissatisfied Uncertain Satisfied Very satisfied

5. Do you have any other comments regarding the group program?
Child’s name:
Group program:
Your name:
Signature: Date: / /
Thank you for your assistance.

© RCH MHS 2000
FIST MIDWAY INFORMATION SESSION
Dear Parents,
As part of the Feeling is Thinking program your child has participated in this term, we offer a parent/carer
information session. This session is intended to provide you with more information about what your child
has been doing in the group, and how you might be able to introduce some of these ideas into your child’s
home life.
The details of this session are as follows:
Where:
Time:
Date:
Please feel free to contact

on
should you have any questions or concerns.
Regards,

© RCH MHS 2000
FIST POST-EVALUATION SESSION
Date:
Dear
Regarding:
Your child has participated in a Feeling is Thinking program throughout the school term.
As part of this program, we requested your assistance in completing a pre-evaluation questionnaire.

Now that the program has finished we would like to repeat the questionnaire to see if any changes
have occurred.
We would also like you to complete a satisfaction form. This assists us in evaluating the effectiveness
of the program.
A reply paid envelope is attached to assist in returning these forms. Your time and assistance with this
process is appreciated.
If you have any other comments or concerns please contact

to discuss these further on
Regards,

© RCH MHS 2000
FIST FEEDBACK INTERVIEW
Date:
Dear
Just a letter to inform you that we are having feedback interviews for parents on
for the Feeling is Thinking group. This session is just for parents, therefore does not
need to attend this session.
During this session, we will seek feedback from yourself about how you feel
has gone during the program. We will also ask you to complete the POST evaluation forms, and provide you
with our thoughts on participation in the program, and give you some
recommendations for the future.
Could you please contact me on to arrange a suitable time, if you require

feedback. If you do not wish to receive feedback I shall send out the POST evaluation material with a
reply paid envelope, for you to complete and return.
Regards,

Has completed the
Feeling is Thinking
Program
Learning safe ways to express yourself
Term Year
Facilitator Facilitator
Agency Agency
FisT©RCH MHS 2000

FEELING IS THINKING
In this group I have shown ....
T
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Name:

SECTION 3.2
APPENDIX B: GAMES
The games below may already be familiar to you. They often have different names and a variety of different
rules. The children will quickly let you know what rules or variations are most familiar to them, however we
recommend using those below as they have been adapted to suit the purpose of the program.
Whilst some games are competitive by nature, it is useful to minimise the competitive elements and
maximise the fun by handing out prizes such as minties to everyone.
1. Getting to know you Balloon Game

Facilitators ask each participant to:
• Blow up and tie off a balloon.
• Invite participants to form a large group and tell them that you are going to play some music.
While the music is playing they must keep the balloons in the air, not letting them hit the floor as they move
around the room.
• Participants are then asked to keep the balloons in the air, firstly by using both arms, then one arm,
and then no arms.
• When the music stops, tell participants to pair up with the person who has the same colour balloon as them.
• The pairs then find three things that they have in common (for example, favourite foods, music, etc).
These are the first stages in getting to know each other.
• Participants are invited to return to the big group. Each pair introduces one another, and shares with the
group the three things they have in common.
• Participants are then asked to draw a feeling on their balloon and show it to the group. The group then
guesses the feelings drawn. You may wish to tie string to the balloons so that participants can keep them.
2. Feelings Charades
Hand out a feeling card to each participant. Ask participants not to show their feeling cards to others.
Each participant is asked to act out the actions as described in their feeling cards one at a time. The
audience then guesses the feeling. Feelings include anger, frustration, sadness, worry, fear, anxiety,
excitement, jealousy, etc.
A brief discussion should take place about why it is important for participants to be able to identify
the feelings of others. For example, if someone looks very mad, is this a good time to ask him or her
for something? Why/why not?
3. Angry Animals
Ask participants to think of an angry animal that reminds them of a situation or the last time when they
were angry. Draw the animal showing how its face and entire body looks when it is angry. Each participant
then shows and explains their picture of an angry animal.
This can also be done as individual role-plays, in which each participant acts out an angry animal.
4. Treasure Chest
Break the big group into two groups of four. Each group elects a runner.
The group leader makes up a list of about twenty (time permitting) items in the room, or that children have
on them. They call out a list of items, for example, sock, shoelace, book. It is best not to use anything
breakable with the children.
The group then supplies an item to the runner, who then takes it to the game scorer (the same or another
group leader) as quickly as they can. The first runner to reach the scorer wins a point. The leader continues
through the list, and the team with the most points wins.
...MORE GAMES
5. Poison Ball
Choose two people to throw the large, but soft, rubber ball from either side of the room. Ask all other
participants to stand in the middle.
The two people on the outside throw the ball to each other, trying to hit those in the middle. When a
participant is ‘hit’ by the ball they are ‘out’ and must stand aside for the rest of the game. They can re-enter
the game if another participant offers them a ‘spare life’, which is earned if they catch the ball before it
reaches the ‘thrower’ on the other side.
The two people on the outside can also attempt to throw the ball over the top of participants to each
other. If the ball is caught by the person on the other side, without it touching the ground, they can call
out ‘freeze’.
‘Freeze’ requires those in the middle to freeze like statues, and to give the ball throwers an opportunity to
hit (gently!) one of the participants, as they are unable to move away from the ball.
If those in the middle move to avoid the ball during freeze, they automatically become out, regardless
of whether or not the ball hits them. If one of the participants in the middle should catch the ball (can only
move hands) during freeze, they earn a spare life to use at a later time, if they go out, or they can offer this
life to someone who has already gone out.
If this person chooses to give away their space life to another (a very noble sentiment), the other person is
able to rejoin the game. A life can only be used once, thus the person loses their spare life, and if they are
hit by another ball they must go out.
6. Scarecrow Tiggy
One person volunteers to go ‘it’. Their job is to ‘tag’ as many people as possible. Once tagged, a person
must stand like a scarecrow, with arms out and legs open wide enough to allow someone to crawl through
their legs.
The people who are the scarecrow are not allowed to move, however they can earn a new ‘life’ if they can
convince someone else to crawl through their legs.
Note: If participants are not physically comfortable with this idea, facilitators may need to vary the way
the game is played.
7. What’s the time Mr/Mrs Wolf? (or Ms)

Someone volunteers to be Mr or Mrs (or Ms) Wolf. The ‘wolf’ stands by themselves at the far end of the
room with their backs to the others. A ball is placed behind them.
The aim of the game is for the others to creep up and try to take the ball, and run back to the other end of
the room without getting caught by the wolf.
The children sneak up behind the wolf, calling, “What’s the time Mr/Mrs/Ms Wolf?”The wolf responds by
saying the time, for example, one o’clock, four o’clock, and so on, and looks over his/her shoulder every
few seconds.
When the wolf looks over his/her shoulder the kids have to freeze. If someone looks likely to get the ball,
the wolf yells, “DinnerTime!” and tries to catch the others (this game is best played in a space which is
quite large i.e., a gymnasium).

...MORE GAMES
8. Partners Ball Game
The children get into a circle and are paired up with the person standing opposite them in the circle.
Each pair has a ball to throw to each other.
The idea is to throw the ball between partners as many times as possible without dropping it, or hitting the
other balls being thrown across the circle by the other pairs. A point is scored if the ball is dropped, but it
is the pair with the smallest number of points that wins.
9. Name Game
The children stand in a circle facing each other. They must say the name of a person and throw the koosh
(soft flour-filled ball) to them.
A person goes ‘out’ and stands outside the circle if they fail to say the name of the person to whom they
throw the ball, or if they throw the ball in a manner too difficult for the other person to catch.
If a person fails to catch the ball, when it is thrown reasonably, then they go out and must stand aside.
Introducing more than one koosh ball can add to the fun.
10. Duck, Duck, Goose

The children sit in a circle on the floor. One person volunteers to go first and be the ‘caller’. The caller walks
around the back of the circle and lightly taps each person on the head, saying either“Duck” or“Goose”.
When a person is called “Goose” they must get up and chase the caller around the circle and try to sit
back in their own spot first.
Whoever misses out on the spot becomes the caller and continues with the game. By having two or
more people (depending on the size of the circle) moving around the back of the circle, and changing the
direction in which they run, this game can be spiced up.
11. Sharks and Islands
Place a few large pieces of butcher’s paper on the floor to act as an island. These need to be large enough
to fit almost all the children. The children walk around calling out different types of swimming strokes to act
out, e.g. freestyle, backstroke, etc.
At any point the facilitators can call out “SHARKS”. At this time all the children must try to fit on the
butcher’s paper. Those who are unable to fit on the paper are out (i.e. eaten by the sharks). After each
call the paper should be folded into smaller pieces so that it is harder for all the children to stay on, until
eventually there is one child left who is the winner.
12. Footy Frenzy

(a variation of the game Fruit Salad)
The children sit on the floor in two rows facing one another with their legs together, stretched out in front
of them. They will need sufficient space between the rows so the children can run over the pairs of legs.
Each pair facing each other is given the name of a footy team in either AFL or Rugby league. When the
name of their footy team is called, the pair must get up and run over the legs of the other pairs to the end
of the row, back around their own row and into the middle of the row to get back to their original place.
The first person back to their place earns a point for their row. Calling out ‘Footy Frenzy’ means everyone
gets up at the same time (causing chaotic fun) and has to run back to their spot. First row seated wins.
13. Silent Speed Ball

Children stand in a circle and throw a soft ball or a koosh ball to another participant without making any
sound. A person goes out if that person makes any sound, drops the ball, or throws the ball too high, or
too hard for another person to catch. When they go out they sit down. The child left standing wins.

...AND MORE GAMES
14. Ship Ahoy
The children line up one behind the other in the centre of the room, or in a space large enough for the
running aspect of this game. The leader gives commands that the children respond to by following specific
actions as outlined below. A person goes ‘out’ if they are the last one to respond, or if their action doesn’t
match the command. The children who are out sit quietly. Allow time for the game to be played more than
once so that winners can give commands.
Commands:
• Captain’s aboard - stand to attention and salute
• Climb the rigging - climbing action on the spot
• Scrub the deck - squat down and pretend to scrub the deck
• Captain’s friend coming - wave hello
• Hoist the main sail - one hand over another like pulling up a sail
• Port - run to right of room
• Starboard - run to left of room
15. Dead Fish

This is a good activity to use as a wind down after an active session. Relaxation music can be played
to help the children along the way.
Each child finds a place on the floor where they have enough space around them to lie in a comfortable
position and keep extremely still. Ask the children to become relaxed and floppy like a dead fish for a
minute (or the designated time), and then bring their attention back to the room. Ask them one by one to
come up to you. Provide feedback and reward stickers.
If you have a particularly chaotic group this game can be used to settle the group by calling out ‘dead fish’
unexpectedly. The participants are expected to immediately drop to the floor and lay still like a dead fish.
The child who can stay still the longest wins.
16. Guess Which
Children sit in a circle. Ask for a volunteer to start the game. The volunteer is given a cue card with a
feeling, or one of the three styles of communication (Stand Up, Stand Down & Stand Over), on it. Ask the
volunteer to act out what is on their card, without making any noise.
The audience then tries to guess the feeling or the style of communication being expressed. The person
who guesses correctly has the next turn.
17. Changes
Children sit in a circle. Ask for a volunteer to start the game. The volunteer stands in the middle, or in front
of the audience and turns around in a circle for the audience to have a good look at them. The volunteer is
then taken to another part of the room where they cannot be seen clearly by the audience.
The volunteer then changes something about themselves, for example - puts their shoes on the wrong
feet, rolls up a sleeve, tucks one side of their pants into their sock etc.
They then come back out in front of the audience who guesses what has been changed. To make it
more exciting the audience can be given only two or three guesses, which necessitates them working
as a team.
Whoever guesses correctly has the next turn. If they have already had a turn they may choose someone
who has not yet had a turn. If the change is not identified, the volunteer may choose someone to go next.

SECTION 3.3
APPENDIX C: WORKSHEETS
Appendix C contains worksheets and reflection sheets that may be copied for use in group work.
S
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WEEK 1
WEEK 1 NAME THE EXPRESSION
Name the expression Excited
Name the expression Surprised
Name the expression Embarrassed

WEEK 1
FEELINGS
Complete the following sentence:
A time I remember feeling angry was
I felt angry because
When I feel angry I usually
A time I remember feeling sad was
I felt sad because
When I feel sad I usually
A time I remember feeling hurt was
I feel hurt because
When I feel hurt I usually
A time I remember feeling happy was
I felt happy because
When I feel happy I usually
A time I remember feeling embarrassed was
I felt embarrassed because
When I feel embarrassed I usually
(Adapted from Christine Forsey, Hands Off)

WEEK 2
WHERE DO YOU FEEL YOUR ANGER?

When you are angry, things happen inside and outside your body.
Where do you feel your anger?
Draw what happens to your body when you are angry.
MESSAGES TO REMEMBER:
• Bottling up anger is bad
for your health
• Anger is a natural feeling

and is okay
• It is the actions we choose

when angry that can have
good or bad consequences
• Learning what causes our

anger helps us to manage
our anger more positively

WEEK 2
FEELINGS CARDS
CONFIDENT EXCITED
Head up straight Big smiley face
Stand up straight Alert
Look the person in the eyes Standing up straight ... or
Stand tall Sitting on the end of your
chair
BORED
Look away into space UPSET
Yawn Sad look on your face
Rest your head in your hand Arms crossed slumping down
in chair
Don’t make eye contact
Shoulders dropped
Loose shoulders
Dropped lower lip
ANGRY
Clenched teeth and fists FRUSTRATED
Short breaths
Body stiff and uptight
Look at a watch
Walking on the spot quickly
Fidget, rubbing hands
Cross look on your face
through hair
Annoyed look on face
CHEERFUL
Smile
NERVOUS
Relaxed body
Clearing throat and coughing
Make eye contact
Wringing hands
Fidgeting, moving around
in chair
Restless

WEEK 3
FACTS ABOUT ANGER
• Anger is a natural feeling or emotion that we have, and is not good or bad
• It is the behaviours/actions we choose as a result of our anger that have good or bad
outcomes for ourselves and for others
Make a list of all the behaviours/actions you choose when you are angry
Now place the behaviours/actions identified above into the columns below depending
on whether you think they would give you good or bad outcomes.
Good Outcomes Bad Outcomes

WEEK 3
HANDLING ANGER
Facilitators may use these cues to create their own cards.

WEEK 4
VOLCANIC ERUPTIONS
OF FEELINGS Briefly explain what made you angry, and how
you managed your anger:
EXPLODE!
MAD
REALLY ANGRY
ANGRY
UPSET
FRUSTRATED
UPTIGHT
ANNOYED
Now, using the chart on the left, number

or colour in the feelings you felt at the time this
situation was happening. Imagine the chart
STRESSED
is a volcano.
CALM Name:

WEEK 6
SCENARIO IDEAS FOR ROLE
PLAYING DIFFICULT SITUATIONS
Someone takes your ball or your bag and will not give it back
Your friends tell you that they do not want to play with you
Someone pushes you over in the playground
Someone teases you about the clothes you wear
Your brother or sister will not let you have a turn on

the computer
A kid at school keeps following you and annoying you

by calling you names
Your friends tell you to do something that will get you

into trouble if you are caught
A bully is pushing you around while his other friends

watch and laugh
Source: The list above represents suggestions only. They originate from stories that previous FisT group
participants have identified as difficult experiences.

WEEK 7
TRYING SOMETHING NEW
How do you usually handle a difficult situation?
How do you feel about trying something new?
What is something new you could do to better manage

difficult situations?
What things might you find hard when trying these new ideas?

© RCH MHS 2000
FIST REFLECTION SHEET
Name
1. A new person I met this week was:
WEEK 1
2. How did you feel before the session started?
3. A new feeling I learnt was:
4. How do you feel now, at the end of the session?

© RCH MHS 2000
Name
WEEK 2
1. What are two things that happen to your body when you get angry?
2. What are two things that happen to your body when you are happy?
3. Name someone new whom you have met in the group this week.
4. What did you like best about today?
5. What is something you did not like about today?

© RCH MHS 2000
Name
1. Some different Angry Animals are:
WEEK 3
2. Name three things that make you really angry!
3. What are two things you do to handle your anger

that have a bad outcome?
4. What are three things you can do to handle your anger

that give you a good outcome?

© RCH MHS 2000
Name
1. When I get really angry, I usually:

WEEK 4
2. How high up the volcano did you get?
3. What was happening inside your body?
4. What was happening outside your body?
5. What things could you do to stop yourself from exploding?

© RCH MHS 2000
Name
1. When someone is ‘Standing Over’, three things they might do are:
WEEK 5
a.
b.
c.
2. When someone is ‘Standing Down’, three things they might do are:
a.
b.
c.
3. When someone is ‘Standing Up’, three things they might do are:
a.
b.
c.
4. Next time I get angry I am going to try to:

SECTION 4
© RCH MHS 2000

FIST
ADDITIONAL INFORMATION
What is violence?
Violence and abuse occur when one person exerts power in order to control others. They can occur
in many ways. All types of violence and abuse have the effect of intimidating and degrading others.
Many forms of control can become violent or abusive when they interfere with the rights of others
and their sense of wellbeing.
• Emotional violence/abuse includes: degrading, insulting behaviour, not respecting another
person’s feelings or experiences, and threatening suicide to prevent a person from leaving. For
children it includes witnessing the violence/abuse, breaking childrens’ toys, and cruelty to pets.
• Physical violence/abuse includes: attempting suicide to prevent a person from leaving, using
weapons, throwing or breaking things, road rage, punching, hitting, shoving, and kicking etc.
Such assaults are a criminal offence.
• Verbal violence/abuse includes: harassment, insults, name calling, put downs or ridicule of
any aspect of a person’s or a child’s being, such as their body, their beliefs, occupation, cultural
background, skills, friends or family etc., or falsely claiming their partner has mental health problems.
• Sexual violence/abuse includes: all sexual behaviour without consent (or threats of such behaviour),
such as unwanted touching, rape, exposing oneself, and making someone view or participate in sexual
acts or pornography.
• Social violence/abuse includes: all behaviours that limits, controls, or interferes inappropriately with
an adult’s or a child’s social activities or relationships with others, such as controlling their movements
and denying them access to their family and friends, controlling what a person wears, or even buying
their clothes, being abusive or violent to the persons friends and/or family.
• Financial violence/abuse (of a partner) includes: not giving a person (partner) access to their share
of the shared resources (e.g. car, savings), expecting them to manage the household on an impossibly
low amount of money, and criticising them or blaming them when they are unable to manage this, or not
allowing their partners to gain employment outside the home.
• Spiritual violence/abuse includes: all behaviour that denigrates a person’s or a child’s religious or
spiritual beliefs and prevents them from attending religious gatherings or practising their faith. It also
includes harming or threatening to harm a person or a child in religious or occult rituals, or forcing a
person or child to practise a religion against their own wishes or beliefs.
• Physical/emotional neglect involves: a person failing to provide basic physical, emotional and
medical needs to another person or child for whom they are responsible.
• Other controlling behaviour includes: any behaviour that denies a person’s right to autonomy,
safety and equality, especially when used frequently or in combination with violence (Younger 1995).
Adapted from Royal Children’s Hospital Mental Health Service (RCH MHS – PARKAS Groups) & Djerriwarrh
Health Service – Family Violence Prevention Program (DjHS-FVPP) & No To Violence (NTV).

© RCH MHS 2000
FIST
What does the word VIOLENCE mean?

How children affected by family violence have defined ‘Violence’ - RCH MHS – PARKAS Children’s Group (2002)
• Penguins slapping their beaks • Smashing things from my grandparents

• Screaming • Get cranky and leave the house
• Punching • Locking people out of the house
• Grabbing • Stopping us from going to other people’s house
• Pinching • Threats to stab mum
• Blaming others • Saying confusing things
• Being nasty • Bashing me up
• Carrying weapons • Lying
• Swearing • Throwing you on a hard chair
• Cracking up • Breaking things
• Lying • Throwing and kicking furniture
• Shaking • Road rage
• Holding a knife to someone’s throat • Threaten to burn down the house
• Breaking fingers • Throw mums suitcase on the roof to stop
her from leaving
• Stabbing
• Left out after dark
• Kicking
• Throwing things around
• Moving house a lot
What’s the worst thing about violence? Is there anything good about violence?
• I wish there was no such thing • The good thing is that he is no longer with us
• That it actually happens • I am happy, although I still miss him and
wish he was with us
• Not having Dad around
• I am happy he can’t do those things anymore
• That I can remember everything

© RCH MHS 2000
FIST
Possible effects of domestic/family violence on children and young people

Infants
Poor health, poor sleeping habits, excessive screaming or crying, and fearful reactions to loud noises.
Withdrawn, unresponsive, and failure to thrive.
Toddlers
Frequent illness, severe shyness, low self-esteem, social problems such as hitting or biting, clingy,
withdrawn or passive behaviour, and anxious or aggressive behaviour. Poor impulse control, and
indiscriminate attachments.
Pre-schoolers
Any of the above characteristics, as well as physical reactions such as eating problems, nightmares,
stomach cramps, headaches, lethargy, feeling responsible for the violence/abuse, anxiety, and social
isolation. Over-identification with the victim and/or perpetrator of the violence.
Primary School
Any of the above characteristics, as well as developmental slowness, poor school performance, lack of
school attendance or school refusal, concentration difficulties, difficulty relating to peers, rebelling against
adult authority, behavioural problems, such as hitting, biting, lying, stealing, swearing/aggressive language,
running away from home, anxiety, withdrawal, and depression or fear for the abused person’s safety.
Adolescents
Any of the above characteristics, as well as feelings of depression, grief, shame and despair, feelings
of distrust, a sense of powerlessness, alcohol and/or other substance abuse, including glue sniffing and
self-medicating, growing up to behave in similar ways to their parents, learning that violence is a legitimate
way of gaining control of, or resolving a difficult situation, and suicidal thoughts or attempts.
Adapted from Adapted from James 1994, cited in Gevers, L. & Goddard- Jones, M., Working with Children
living with Domestic Violence: Practice Standards for Service Providers (Abridged); McGee, C. 2000, Childhood
experiences of Domestic Violence and Djerriwarrh Health Service - Family Violence Prevention Program
(DjHS-FVPP), 1996. RCH MHS - Parents Accepting Responsibility Kids Are Safe (PARKAS) 2000.

© RCH MHS 2000
FIST
Recognising that living with domestic violence is a form of child abuse

Research in the area of domestic violence and its impact on children, suggests that living with domestic
violence is a form of child abuse. Even if the abuse is not directly aimed at the child, it can have an impact
on a child’s physical, social, emotional and psychological wellbeing. Some of the ways in which children living
with domestic violence may be directly or indirectly abused, are:
• being denied a safe and supportive environment in which to grow and develop to their full capacity
• witnessing the violence or abuse
• hearing and seeing constant verbal/emotional abuse and the degradation and isolation of the victim
• being physically/verbally/emotionally abused when attempting to stop the violence
• being denied extended family, peer and broader social supports and connections as a
result of the social control imposed by the perpetrator
• being denied the emotional resources required for their own emotional, physical and social
wellbeing and development
Adapted from: McGee, C. 2000, Childhood Experiences of Domestic Violence, and The Centre for Women’s
Health at the Benevolent Society of NSW, cited in Gevers, L. & Goddard-Jones, M., Working with Children Living
with Domestic Violence: Practice Standards for Service Providers, (Abridged).

© RCH MHS 2000
FIST
What happens inside our body?

• Heart beats faster
• Feel pressure
What is anger?
• Become tense
• A response to a situation
• Fingers swell up
• A reaction inside your body
• Sick in the stomach
• Frustration
• Shakes
• Feelings (mean or strong)
• Pressure in the head
What happens when we get angry? What are some bad consequences
• Go red in the face of anger?
• Getting into trouble
• Go crazy
• Being yelled at
• People can hurt themselves
• Being grounded
• Damage property
• Hurting yourself
• Throw tantrums
• Detention
• Over-react
• Anger hurts your insides
• Swear or say things we don’t always mean
What do we look like when we What are some good consequences

get angry? of anger?
• Face goes tense • Expressing anger in writing
• Veins pop out • Telling the truth
• Teeth clench • Telling people how you are feeling
• Face frowns • Standing up against something you
believe is wrong

© RCH MHS 2000
FIST
Positive ways to manage your anger

• Walk away • Play a game such as gameboy/playstation
• Ignore the other person • Hit a pillow/punching bag
• Count out aloud until you calm down • Read a book
• Scream loudly where no one else can hear you • Have a bath or shower
(or into your pillow)
• Ride a bike
• Rip up some scrap paper into tiny pieces
• Watch TV
• Listen to music
• Kick a football etc.
• Exercise
• Let the other person know how you are feeling
• Talk to someone else about your feelings
• Go for a walk
• Find a quiet place on your own to think
• Ring a friend
• Tell the other person how you feel without
yelling – Use ‘I’ statements (be assertive) • Tell an adult (parent, teacher etc.)
• Take some deep breaths until you feel calmer • Write it down or draw what you are feeling
(keep a diary)
• Go and play another game
• Seek help from a counsellor/teacher
• Lie in your bed or adult you trust
• Go home or go somewhere you feel safe

© RCH MHS 2000
FIST
Telling it truthfully (assertiveness for kids)

‘Standing Up’ (for yourself) means to tell someone how you are feeling, and what you want to happen.
‘Standing Up’ (for yourself) is used during a difficult situation.
The purpose of ‘Standing Up’ (for yourself) is to let others know how you feel about a situation, without
hurting their feelings.
When ‘Standing Up’ (for yourself) you need to:
• Use ‘I’ Statements
‘I’ feel....
‘I’ want....
‘I’ need....
• Tell people honestly how you are feeling
• Stand up straight with your shoulders back
• Make eye contact (but not in a mean way)
• Use your normal voice (no yelling)
Please Note: There are times when it is not safe to ‘Stand Up’ for yourself, such as when your physical
safety may be in danger. During these times it is best to ‘Stand Down’ from the bully and get away from
the situation as soon as possible.

© RCH MHS 2000
FIST
Bullying
What to try:
1. Try not to give the bully opportunities to be hurtful. Wherever possible, have others around you for support
2. Try ignoring the bully or walking away. It may work sometimes
3. Try to respond to the bully with confidence. Look him/her in the eye and talk in a firm voice
4. Use firm body language, such as standing up straight with your shoulders back
Try to look confident, even if you feel scared
5. Using ‘I’ statements, making eye contact and speaking in a firm voice, say something such as,
‘I’m sick of this teasing and I want it to stop!’
6. Get help from a teacher or an adult if all the above fails to stop the bullying. It’s important to ask for help if
and when you need it!

© RCH MHS 2000
FIST
References Recognising that living with Domestic Violence is a form of

Bunston, W. 2002, One Way of Responding to Family child abuse, Adapted from: McGee, C. 2000, Childhood
Violence: Putting on a PARKAS, Children Australia, vol 27, Experiences of Domestic Violence, and The Centre for
no. 4, pp 24–27. Women’s Health at the Benevolent Society of NSW, cited in
Gevers, L. & Goddard-Jones, M., Working with children living
Bunston, W., Pavlidis T.,Leyden P., Putting the GRO into with Domestic Violence: Practice standards for service
Groupwork, 2003, Australian Social Work, Vol 56, no. 1, providers, (Abridged).
pp 40–49.
Community Group Program 1999, Program Handbook,

Royal Children’s Hospital Mental Health Service, Flemington, Further Resources
Victoria. Department of Family & Community Services 2000, ‘Conflict
Coopersmith, S., 1989, SEI: Self Esteem Inventories Manual, Resolution Styles’, BACK ON TRACK: Finding a way through
Consulting Psychologists Press Inc., Palto Alto. separation and repartnering.
Crapuchettes, B. 1997, ‘Spirituality and Relationships’, ‘Separation and Repartnering: Talking with Young People’,
Psychotherapy in Australia, vol. 4, No 1, pp. 62–67. Adapted from Department of Family & Community Services
2000, BACK ON TRACK: Finding a way through separation and
Forsey, Christine 1994, Hands Off: The Anti-Violence Guide to
repartnering.
Developing Positive Relationships, West Education Centre Inc.
St. Luke’s Innovative Resources, Strength Cards for Kids,
Goodman, R. 1999, Strengths and Difficulties Questionnaire,
P.O. Box 315, Bendigo, Victoria, Phone: +61 3 5440 1100.
Journal of Child Psychology and Psychiatry and allied
Disciplines, 40,5:791–799 (Available from ACER) St. Luke’s Innovative Resources, Bear Cards, P.O. Box 315,
Bendigo, Victoria, Phone: +61 3 5440 1100.
James, C.D. 1984, ‘Bion’s “Containing” and “Holding” in the
Context of the Group Matrix’, International Journal of Group ‘Telling the Children’, Adapted from Anglicare Victoria,
Psychotherapy, vol. 34, No 2, April, pp. 201– 213. Parentzone Splitting Up.
Peterson, L. & Gannoni, A. 1988, 1992, Wragg 1989, Stop, Webber, R. 1989, ‘Children’s Possible Reactions to Parent
Think, Do Poster. Separations’, Living in a Step Family, Leaders’ resource, ACER,
Australia, p.63.
Possible Effects of Domestic Violence on Children and
Young People, Adapted from James 1994, cited in Gevers, ‘Win/Win For All: Six steps to problem solving’, Adapted from
L. & Goddard- Jones, M., Working with Children living with Department of Family & Community Services 2000, BACK ON
Domestic Violence: Practice Standards for Service Providers TRACK: Finding a way through separation and repartnering.
(Abridged); McGee, C. 2000, Childhood experiences of
Domestic Violence and Djerriwarrh Health Service– Family
Violence Prevention Program (DjHS-FVPP), 1996. Recommended Reading
Sklare, G., Keener, R. & Mas, C. 1990, ‘Working with Groups: Bunston, Wendy 1999, ‘Back to their Future: Family Violence,
Preparing Members for “Here-and-Now” Group Counselling’, Childhood Trauma and Future Relationships’, Victorian
The Journal for Specialists in Group Work, vol. 15, No 3, Association of Family Therapists Inc. (VAFT) News, vol. 21,
pp. 141 –148. no.4, pp. 5–13.
What is Violence? Adapted from Royal Children’s Hospital- Dupont, Philippe J. 2001, ‘What Adolescents Stir Up in Me’,
Mental Health Service (RCH-MHS) & Djerriwarrh Health Reclaiming Children & Youth, Summer vol.10, no. 2,
Service - Family Violence Prevention Program (DjHS-FVPP) & pp. 83–85, 99.
No To Violence (NTV). Gevers, Leslie & Goddard-Jones, Marise, ‘Working with
Winnicott, D.W. 1971, Therapeutic Consultations in Child Children Living with Domestic Violence: Practice Standards
Psychiatry, The Hogarth Press, London. for Service Providers’ (Abridged), Partnerships Against
Domestic Violence, Commonwealth of Australia (www.ggj.biz)

Goodman, R. 1997, ‘The Strengths and Difficulties Possible agency contacts Victoria
Questionnaire: A Research Note’, Journal of Child Psychology and Australia wide
and Psychiatry, vol. 38, no. 5, pp. 581– 586.
• After Hours Child Protection Service
Herman, Judith 1997, Trauma and Recovery: The Aftermath MELBOURNE 131 278
of Violence – from domestic abuse to political terror, Basic
• Crisis Line VICTORIA 9329 0300
Books, USA.
• Domestic Violence Incest Resource Centre
Huda, Aden & Leffler, Sarah 2001, ‘Promising Approaches for
(DVIRC) VICTORIA 03 9387 9155
Angry Children’, Reclaiming Children & Youth, Summer vol. 10,
no. 2, pp. 122–125. • Human Service Agencies Child Protection
VICTORIA 1300 369 536
Leffler, Sarah & Tyler Snow, Stephanie 2001, ‘School-Based
Programs That Reduce Violence’, Reclaiming Children & Youth, • Immigrant Women’s Domestic Violence Service
Center for Effective Collaboration and Practice, Winter vol. 9, VICTORIA 9898 3145
no. 4, pp. 234–238.
• No To Violence (N/TV) VICTORIA 1800 065 973
Mayer, G. Roy 2001, ‘Antisocial Behaviour: Its Causes and
• Relationships Australia (Head Office)
Prevention Within Our Schools’, Education and Treatment of
VICTORIA 03 9205 9570
Children, California State University, Los Angeles, vol. 24, no.
4, pp. 414–429. • Strengthening Families VICTORIA 9929 5326
Mosca, Frank J. & Yost, Deborah S. 2001, ‘Developing Tools • Victorian Women’s Domestic Violence Outreach Crisis
for Reflecting on Counter-aggressive Responses to Troubling Service 1800 015 188
Behavior’, Reclaiming Children & Youth, Summer vol. 10, no. 2, • Women’s Legal Group Victoria VICTORIA 1800 133 302
pp. 100–105.
• Department of Community Services
Parker Roerden, Laura 2001, ‘The Resolving Conflict NEW SOUTH WALES (02) 9716 2222
Creatively Progam’, Reclaiming Children & Youth, Spring vol.
10, no. 1, pp. 24–28. • Department of Family & Youth Services
SOUTH AUSTRALIA (08) 8226 7000
Weinhaus, Evonne & Friedman, Karen with Stagoll, Brian 1987,
Stop Struggling with YourTeenager, McPhee Gribble/Penguin • Child Protection Board TASMANIA (03) 6231 1811
Books, Australia. • Department of Family, Youth & Community Care
Website: www.parentingsa.gov.au QUEENSLAND (07) 3235 9936
• Department of Family & Community Services

WESTERN AUSTRALIA (08) 9222 2555
• Child Protection Crisis

NORTHERN TERRITORY 1800 066 777
• Domestic Violence National Clearing House

AUSTRALIA 9385 2990
• Kids Helpline AUSTRALIA 1800 551 800
• Lifeline 13 1114

© RCH MHS 2000
FIST
PROGRESS NOTES / OBSERVATIONS
Child’s name:
Week number:
Child’s understanding of the concepts covered or themes in the session:
Participation/contributions to the group:
Interaction with peers and facilitators / role in group
Individual functioning
(behaviour, problem solving, language skills, self-esteem, developmental level, emotional functioning, progress)

© RCH MHS 2000
FIST
REQUEST FOR FURTHER INFORMATION
ABOUT THE COMMUNITY GROUP PROGRAM
Name:
Agency:
Address:
Phone: Fax: Mobile:

Email:
Please tick if you would like to be added to our mailing list Yes No
Would you like more information on:
Other manuals produced
Training information
Support materials
Programs run by the Community Group Program
CGP 5-year progress and evaluation report
Comments:
Please forward this form to:

The Community Group Program Administrator
50 Flemington Street, Flemington, Victoria, 3031
or for further details please contact ph: 9345 6011or fax: 9345 6010

MENU OF GROUPS - CGP
Group Program
PARKAS – Parents Accepting Responsibility – Kids are Safe (10 weeks + reunion)
Developed in partnership with Djerriwarrh Health Services, this is a community-based group for parents
and children aged 8–12 years, who have been exposed to family violence. It aims to provide children with
the space to acknowledge and process their grief, loss and pain, and create an opportunity for children
to safely reconnect with their parent/s.
Girls And Art (8 weeks)
A group for girls in middle to upper primary school who are anxious, withdrawn and exhibiting poor
self-esteem. It aims to promote confidence, self-esteem and expressive abilities of girls in group settings
through the use of art.
Boyz n’ Art (7 weeks)
A group for boys in middle to upper primary school who are anxious, withdrawn and exhibiting poor
self-esteem. It aims to promote confidence, self-esteem and expressive abilities of boys in group settings
through the use of art.
Stop, Look and Listen (7 weeks)
A group for children aged 6–8 years experiencing difficulty in behaviour management and poor social skills.
It aims to promote the theme of STOP, LOOK & LISTEN, including the development of alternative coping skills
that can be applied in conflict situations.
Healthy parents program (7 weeks)
A group for parents who feel anxious, unsupported or inadequate in dealing with their children. It aims to
educate and support parents in handling stressful events and encourages parents to use these strategies
to improve their interactions with their children.
MeSaRo – Media, Sexuality and Respecting Others (5 weeks)
An in-class program aimed at children aged 11–14 years. It utilises media as a medium to raise awareness
and promote respectful beliefs and attitudes in relation to sexuality, gender, power and control, stereotypes
and relationships.
FisT – Feeling is Thinking (8 weeks)
A program for boys and girls aged 8–11 years who are experiencing difficulty in naming, expressing
and managing their feelings and other strong emotions. It aims to provide an environment that will help
children develop skills to resolve conflict and to interact better with others.
BuDDiES – Building Different Dynamics in Engaging Socially (8 weeks)
A group for middle to upper primary school children 8–10 years which focuses on developing skills that
build and maintain friendships. Its aim is to develop the children’s confidence in social interactions,
reading social cues from others, reducing inhibitors to forming connections with others (for example,
anxiety, aggression) and promoting inclusivity.

Bike Challenge (7 weeks and a 2-day camp)
A program for adolescents in Years 7 and 8 who have been identified as experiencing difficulties in social
interactions and in coping with secondary school life. It uses the high interest activity of bike riding to
engage the students. It is conducted one day a week, with an outdoor camp at Blackwood Outdoor
Education Centre to finalise the group activities.
Blast Off!! (8 weeks)
Blast Off!! is a program which focuses on working with boys who have poor impulse control or self
regulation. For boys aged 8–12 years who present with ADHD type behaviours, who have lack of impulse
control, lack of awareness of others, or who are withdrawn and rigid in their physicality. It is important
that the child referred wants to participate in a movement-based program.
Body Talk (8 weeks)

‘Body Talk’ is a program that focuses on working with girls who have low self-esteem and negative
body image, and who would like to dance and express themselves through movement.
It is for girls aged 12–15 years who have poor self-concept and body image, problems with peer
relationships and interactions, lack of definable boundaries, or personal space. It is also for girls who
are experiencing difficulties in the home/school environment.
You Can, I Can! (8 weeks)

‘You Can, I Can!’ is a 8 week program that focuses on working with students who experience difficulty
with behavioural management issues and dealing with strong feelings. The program is designed for six
(6) students who are aged between 10 to 12 years old in the middle years area of the school and have
intellectual and physical disabilities who are identified as having difficulties with challenging behaviours.
SCaRE – Socially Creative and Recreational Experience (8 weeks + camp)
SCaRE is an adventure-based program for 10–12 year olds, which focuses on working with children
who have difficulty expressing their feelings appropriately. These children may be difficult to engage
in traditional ways of working i.e. individual and/or group discussions. The program runs for one full day
a week for 6 weeks culminating in a 3 day camp in week seven, then a follow up final day in week eight.

Royal Children’s Hospital Mental Health Service
and Travancore School
50 Flemington Street
Flemington, Victoria, 3031
Telephone: 03 9345 6011
www.rch.org.au
www.travancoresch.vic.edu.au
MENTAL HEALTH
SERVICE

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© RCH MHS 2000

SECTION 1 OUR PHILOSOPHY 5

SECTION 2 PROGRAM SESSION OUTLINES 11

SECTION 4 ADDITIONAL INFORMATION 71

Diagram 1 SERVICE DELIVERY MODEL

RCH MHS CLINICAL

COMMUNITY GROUP PROGRAM INTAKE

OUTCOMES OF EVALUATION INFORM PROGRAM DESIGN

*SSSOs: Student Support Service Officers

FisT©RCH MHS 2000 1

2 FisT©RCH MHS 2000

FisT©RCH MHS 2000 3

Putting the GRO into group work

Growthful Relational Opportunities (GRO)

FisT©RCH MHS 2000 5

6 FisT©RCH MHS 2000

FisT©RCH MHS 2000 7

Recommended target group

Themes covered in the program

8 FisT©RCH MHS 2000

Selection process for group participation

FisT©RCH MHS 2000 9

A word of caution: responding to violence within the home

10 FisT©RCH MHS 2000

PROGRAM SESSION OUTLINES

Specific aims: Materials: • Stickers and sticker

• Week I reflection sheet* *See Appendix C

1. Introduction to program (5 minutes)

FisT©RCH MHS 2000 11

12 FisT©RCH MHS 2000

4. What are feelings? (30 minutes)

FisT©RCH MHS 2000 13

7. ‘Feelings’ worksheet (Additional activity if time permits) (10 minutes)

8. Week 1 reflection sheet (5 minutes)

14 FisT©RCH MHS 2000

PROGRAM SESSION OUTLINES

Specific aims: Materials:

• to explore anger and

2. Warm up: ‘Feelings’ charades (15 minutes)

3. Body maps (20 minutes)

4. Game (10 minutes) – suggest Poison Ball (see Appendix B)

6. Week 2 reflection sheet (5 minutes) (see Appendix C)

16 FisT©RCH MHS 2000

PROGRAM SESSION OUTLINES

Specific aims: Materials: • ‘Handling anger’ cue cards

2. Angry animals (10 minutes)

FisT©RCH MHS 2000 17

• Stay alone • Sit by myself • Get embarrassed

5. Game (10 minutes) (see Appendix B)

7. Week 3 Reflection sheet (5 minutes) (see Appendix C)

18 FisT©RCH MHS 2000

PROGRAM SESSION OUTLINES

Specific aims: Materials:

1. Introduce theme: What things make people angry? (15 minutes)

FisT©RCH MHS 2000 19

6. Week 4 reflection sheet (5 minutes) (see Appendix C)

20 FisT©RCH MHS 2000

PROGRAM SESSION OUTLINES

Specific aims: Materials:

1. Introduce theme: Managing anger (5 minutes)

2. News segment (10 minutes)

3. Telling it truthfully (30 minutes)

FisT©RCH MHS 2000 21