Practice
Profile
Relationship Education Schools Partnership
‘Having Healthy Relationships’ Program
Contact details
Agency: Relationships Australia NSW
Address:
5 Sera St
Lane Cove NSW 2066
Contact: Kerrie McFadden
Senior Manager
Phone: (02) 9806 3299
Fax: (02) 9806 3250
Email: kerriem@ransw.org.au
Website: www.relationships.com.au
Funding source
Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) under the Family Relationship Services Program (FRSP) and Drought funding.Program duration and frequency
A package of service components is developed in consultation with the school community based on the needs of students, parents/carers and staff. The components are drawn from existing program materials and include:
- sessions for students during the school day
- seminars for parents and carers
- whole of family activities (eg. Family Camps for the School of the Air called Growing Together… Parents & Kids, Family Fun Days for the community)
- follow up connections for further work eg. local referral, e-counselling, telephone groups etc.
- support/input for teachers
These programs may be delivered intensively (eg. a week at a time in a rural location) or spread over a time (usually a term).
Program description
Relationships Australia NSW within its Relationship Education and Family Skills programs has developed an integrated practice model in collaboration with schools in NSW. This came about in discussion with particular primary and high schools in both metropolitan areas as well as more isolated regional and rural areas, to improve access to relationship support services. The requests came from the school communities themselves who had identified emerging family needs as well as early intervention opportunities that our organisation could help to address. Rural schools particularly spoke of the difficulties experienced by some families around rural hardship, family breakdown following separation or family change following drought conditions.
The tailored packages of service delivery components contain common themes:
- for kids/young people on healthy relationships, managing emotions (keeping your cool), self awareness and responsibility, managing stress and change, goals and decision making, staying safe, and building self esteem and resilience
- for parents/carers on building family strengths, growth and development, self esteem and resilience, managing change, self care etc.
- for whole families to build their relationships, learn skills to live well together and strengthen the family unit
The outcomes these programs aim for are to enhance the family’s capacity for sustaining strong, positive and stable relationships, achieve effective transitions/changes in their relationships and manage relationship difficulties.
Geographical Area
- State/Territory wide
Target Group
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Is the program/practice based on an existing program or training model?
Yes
What was the name of the existing program?
There were a range of existing groups/programs developed for the Family Skills Program in Penrith NSW, from which this project is drawn.
What was the country of origin of the program?
The Family Skills Program was established nationally by the Department of Family and Community Services in Australia in 1992. Each service funded was provided with some specifically developed resources, from which we developed our own tailored programs and resources in the Nepean area of NSW.
What was the original target group(s)?
Families with children 0-12 year old.
Is the program/practice based on the findings from empirical research, theory and/or a particular framework/model?
Yes(a) Briefly explain the research and/or framework/model
All our programs are based on core practice principles drawn from a range of frameworks including:
Focus on family strengths/client centred approach
There is good evidence that this works to elicit and build on relationship assets and skills towards the achievement of personal and parenting goals. It also creates motivation, confidence and optimism for parents. It also builds a sense of positive self worth and agency in children.
Particular focus on parent education
Helping mums and dads to be the best parents they can be means responding to their needs and supporting their growth as individuals so they can meet the needs of their children. Programs help parents to build skills, break destructive past patterns and commit to positive, non-violent and intentional parenting.
Whole of family/child centred approach
We know from evaluation and client feedback that programs that focus on relationships (and working with parents and children together to engage them in activities that give them new experiences of themselves and each other) work to repair attachment difficulties and create family relationships that are connected and responsive.
Adapted to be relevant to client need
We have found that individuals, couples and families will access programs of support if given the opportunity and the right kind of program. Parents value a non-stigmatising educational approach - in plain language, delivered in a flexible and accessible way.
Children respond to the sort of program that creates a safe environment which encourages expressiveness, individuality and connection with others. The program is based on sharing power - children need to feel a measure of control over the experience, and have relationships with the leaders that are warm, respectful and affirming of their individuality and worth, and at the same time have boundaries and create trust.
The work we do in collaboration with schools also draws on a community development approach which recognises the capacity and needs of families and communities in a holistic way.
Has the program/practice been the subject of evaluation?
Yes
(a) What is the type of evaluation?
Internal
(b) What instruments were relied on to evaluate the program/practice?
Written evaluations following attendance
(c) Briefly describe the outcomes of the evaluation
Collated responses from children and young people over a 12 month period of programs showed that:
- 76% of primary children and 84% of high schoolers thought the workshops were interesting and relevant/fun
- 89% of primary children learned something important & 85% of high schoolers found the material useful
When asked 'How do you feel?' from a range of options (both positive and negative) at the end of the sessions, most primary students said they felt happy, many felt thoughtful or confident. The three strongest responses from the high school group were optimistic, thoughtful and inspired.
Some of the comments from students included:
'I learned what things make a healthy and unhealthy relationship'
'I learned its ok to have feelings'
'To believe in myself'
'I liked it that you made me think I was good'
'I learnt never leave anyone out'
'I liked that you were allowed to express yourself'
'I learned to forgive'
'I learned that no matter what you look like there are feelings inside'
'I learned you can trust people'
'I learned not to judge people'
For parents workshops, average rating of relevance and effectiveness of the sessions was 4.4 out of a maximum rating of 5.
Comments from parents included:
'Excellent, spoke in right language'
'Men seemed involved as well'
'Would like more of this'
'Very interesting'
'Good to see how people think differently & understand reactions'
'Maybe needed more couple involvement'
'Speakers informative & approachable'
'Good to talk with others with similar concerns'
More rigorous evaluation and research would be useful, including follow up feedback.