The Facilitator

One professional per school is trained to become their school's KooLKIDS Facilitator (e.g., Guidance Counsellor, School Psychologist, Learning Support Teacher, Behavioural Support Advisory Teacher). The facilitator is trained over a one-day workshop to use KooLKIDS effectively.Trainees will successfully demonstrate competency in the following skills and knowledge.

The facilitator will:

  • Show an understanding of the KooLKIDS model;
  • Demonstrate competence in utilising pre- and post-intervention methods to collect baseline measures and review outcomes of the program;
  • Demonstrate competence in the five classroom, and eight individual sessions;
  • Demonstrate an ability to work across ability and learning styles; and,
  • Demonstrate a capacity to be flexible with the materials and adapt the program accordingly for the classes in which they are working and for thechildren with whom they are working.

The one-day training workshop will cover topics such as the KooLKIDS model, childhood risk and resilience, early intervention, cognitive behavioural strategies, life-mapping, role-playing, and content specific work.

Facilitators will have had sufficient relevant professional experience within the area of childhood behavioural difficulties to use the KooLKIDS model consistently and effectively.

The Classroom Teacher

Classroom teachers are at the core of the KooLKIDS program, by allowing the program to take place in their classroom and by supporting the process of change for the selected children.Teachers are aware of what occurs within the school, and as such have invaluable information for tailoring the program to the cohort of children.

Teachers will be provided with training in KooLKIDS by the facilitator and will act as a co-facilitator for their class.Teachers will then be able to sustain the program independently through the year.Teachers will be involved in all of the five whole-of-class sessions and will provide support for children undergoing the eight individual sessions.Through the program, teachers will be provided with strategies and access to KooLKIDS materials, to follow up with the class outside of session times.Teachers agree to act as a positive role model, and to start and end the day with positive affirmations.

The teacher will be provided with Tip Sheets in addition to the program materials in order to assist them to accelerate the change process with the target children.

The Support Person

The support person is an integral part of the child's change process.Their role is to provide a link to the child's life outside of school in order to assist them to generalise the program to their every day lives and to help them feel comfortable and relaxed in the process of change. Parents/Carers/Guardians are ideal candidates for the role of support person, and can continue to support the child after the program has been completed, by reviewing key strategies and progress with the child.

The support person will be provided with tip sheets to help support the child, with key strategies and activities to compliment the program outside of school. Such activities are not time or labour intensive, and support the children to take control of their own behaviour.They must be able and willing to commit to the additional strategies and attend a final review and celebration of the program.

The support person will take a secondary role during the program, however, he/she will provide daily encouragement and support to the child.

© 2009 The University of Queensland, Brisbane, Australia. ABN 63 942 912 684. CRICOS Provider No. 00025B
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