AVAILABLE IN AUSTRALIA ONLY
This workshop presents the basic theory and practice of YCDI! Education as it relates to increasing student achievement, positive behaviour and wellbeing. Teachers will learn how to help develop student confidence, persistence, organisation, getting along and resilience as well as positive Attitudes (e.g. optimism, high frustration tolerance and self-acceptance). YCDI! Education training includes classroom and school-wide practices and the use of YCDI! student development curricula (YCDI! Early Childhood Program Achieve, 2nd Ed., NEW Program Achieve). Ideal for a school new to YCDI! Education or with new staff or staff needing a refresher in YCDI!
The new third edition of this extremely popular online digital program now includes specific suggestions for teaching young children 3-4 years of age. These suggestions appear within the 32 lesson plans.
The program teaches the positive attitudes and social-emotional skills that develop young children's resilience, confidence, persistence, organisation and getting along. A team of teachers experienced in social-emotional learning along with Professor Michael Bernard have contributed many new lessons.
The program includes a scope and sequence of 32 weekly lessons (8 lessons per school term) with each lesson consisting of learning intentions and success criteria. Lessons teach young children the Personal and Social Capabilities as described in the ACARA Personal and Social Capability learning continuum for Foundation Year and listed at the beginning of each lesson.
It also includes a Survey of Young Children's Social and Emotional Skills covering different aspects of
Ideal for surveying all students or 'at risk' students during the middle of the school year and at the end. Great source of information for parent-teacher conferences.
The YCDI! Education Early Childhood Program is part of the New Program Achieve - Primary program. Please see our separate catalogue listing if you would like to learn more about and purchase the NEW Program Achieve social and emotional curriculum (Years 1 – 6).
Designed for schools already trained in the basic practice of YCDI! Education and wishing to extend their YCDI! Education, this workshop will focus on how to develop students’ positive attitudes, eliminate negative attitudes and associated internal blockers (e.g., procrastination, anger, worry and feeling down).
Additional topics include
$1250 full day session$750 x 2 half-day sessions*Price does not include travel expenses for Trainer
The NEW Program Achieve curricula (Primary) contains lessons that teach attitudes, values/character strengths and social-emotional skills for success, relationships and wellbeing as well as for overcoming social-emotional blockers.
A scope and sequence have been developed based on this framework covering eight lessons for each of four terms across years 1 to 6 (192 lessons).
The 32 lessons at each year level are organised to be delivered across four terms and cover the following topics:
1. Achievement: Work Confidence (growth mindset), Persistence, Organisation and Teamwork
2. Relationships: Values, Character Strengths and Getting Along Skills
3. Well-being. Resilience and Happiness (awareness, self-management, ABCs of emotions, cognitive restructuring, mindfulness) and
4. Social-Emotional Blockers: awareness and management of anger, not paying attention, procrastination, worry, feeling down.
Program Achieve has been recognised by the Australian government’s KidsMatter Mental Health and Wellbeing initiative as being a ‘best practice’ program meeting all essential criteria including evidence from research of effectiveness.
Lessons have been created based on the following framework.
Each social-emotional learning lesson addresses one or more aspects of the ACARA national curriculum's Personal and Social Capabilities.
The New Program Achieve curriculum has been written by 10 highly experienced teachers in social and emotional learning, along with Professor Michael Bernard.
Each lesson begins with a statement of Learning Intentions and Success Criteria followed by a lesson plan that includes the following elements:
1. Engage student
2. Share learning intentions and success criteria
3. Explicit teaching
4. Student activities
5. Students demonstrate success criteria and reflect
6. Weekly goal setting challenge
7. Coaching Points for the Week
This program is available online with teachers accessing digital lessons and being able to download Teacher Guides and Student Worksheets and a set of five hand puppets featured in the YCDI! Early Childhood Program Achieve (2nd Edition): Connie Confidence, Pete Persistence, Oscar Organisation, Gabby Get Along, Ricky Resilience
AVAILABLE IN AUSTRALIA ONLY ON SELECTED DATES
The YCDI! Education facilitator workshop is conducted by Professor Michael Bernard, founder of You Can Do It! Education.
Facilitators receive intensive training and support materials that will help them provide high-quality professional development and ongoing support for roles such as ‘Coach’, ‘Leader’ and ‘User’ of YCDI! Education.
The objective of this two-day workshop is to equip educators with the knowledge of the theory and practice of YCDI! Education. This knowledge can then be taken back to the educator’s school for successful program implementation and ongoing professional learning for their staff.
The facilitator workshop is a cost-effective way for schools to deliver their training to their teachers and to support sustainability and school-wide rollout of the YCDI! Education program.
The NEW Program Achieve - Secondary is now available online providing teachers access to digital activity plans and downloadable Teacher Guides and Student Worksheets. This curriculum is deliberately designed to contain short, targeted activities delivered in 15 - 20 minute periods during the busy timetabled secondary school day.
The NEW Program Achieve - Secondary includes 32 activities to be taught to students in years 7 & 8 and an additional 32 activities to be taught to students in years 9 & 10.
The activities are organised to be delivered across four terms and cover the following topics
1. Achievement. Work Confidence (growth mindset), Persistence, Organisation and Teamwork,
2. Relationships. Values, Character Strengths and Getting Along Skills,
3. Wellbeing. Resilience and Happiness - (self-awareness, self-management, ABCs, cognitive restructuring, mindfulness), and
4. Social-Emotional Blockers. Anger, Not Paying Attention, Procrastination, Worry and Feeling Down (awareness and self-management).
Each social-emotional learning activity addresses an aspect of the ACARA national curriculum's Personal and Social Capabilities.
Activities take 20+ minutes of class time to present to students and can be offered flexibly throughout the school week in either Home Groups, personal and social development classes or health and physical education.
$950 ANNUAL SCHOOL LICENSE (from date of purchase)
This highly acclaimed half-day workshop presented at hundreds of primary and secondary schools and enjoyed by over 10,000 teachers is designed to promote self-awareness and self-management in the face of tough work situations and people. The Resilient Educator helps teachers and administrators develop the positive attitudes and social and emotional skills to perform at their best.
This workshop is an ideal experience for teachers to gain greater understanding and appreciation of the attitudes and social-emotional skills taught in YCDI! Education social-emotional learning curricula.
Step 1. Take Stock
Step 2. Take Control
Step 3. Take Action
The Successful Mind for School, Work and Life is a 10-session course designed for upper secondary students to prepare them for their final years in school, pre-employment and part-time work experiences and for life beyond school.
The digital Leader's Guide contains background information and a session plan needed to conduct each of the 10 sessions.
Schools need to purchase a student handbook (4b. on the catalogue) for each participating student.
A distinctive feature of this course is its suitability to be delivered in career education classes with content linked to the CORE Skills for Work framework.
There is a psychological and neuro-scientific research-based foundation of the successful mind course. The collective work of cognitive-behavioural psychologists (Albert Ellis, Aaron Beck, Martin Seligman, Carol Dweck, Angela Duckworth) has identified a range of both positive and negative attitudes that determine the ways people think (self-talk), feel and behave. CASEL and ACARA have identified core social-emotional skills incorporated in this program as well: self-awareness, self-management, social awareness and social management.
A successful mind is strengthened in young people through a variety of learning activities employed in this course including structured learning activities combined with small group interaction, discussion and application.
This Student Handbook is required for students participating in The Successful Mind for School, Work and Life course. It contains a variety of content, activity worksheet students complete during each session, a variety of tips and individual action plans completed after a session.
This professional development workshop includes
The You Can Do It! Education Resource Book is an ideal resource for school leaders and YCDI! Education coordinators who have the responsibility for providing ongoing professional development in You Can Do It! Education.
The YCDI! Education Resource Book contains a set of classroom resources including handouts and surveys that teachers can employ with students whether or not they are implementing the YCDI! Education curricula, Program Achieve. Additionally, material to assist schools in implementing successful, school-wide implementation of You Can Do It! Education is presented.
Part 1 has five sections each of which provides teachers with background information to integrate and communicate to students the five social and emotional skills (Confidence, Persistence, Organisation, Getting Along and Resilience) and 12 Attitudes (e.g., Growth Mindset, Accepting Myself, Giving Effort, Goal Setting) now taught in YCDI! Education.
Part 2 presents YCDI! Education good practices from 100s of schools that have implemented YCDI! Education school-wide. A five-stage implementation model helps guide school leadership and YCDI! Education planning teams who have responsibility for decision making and school-wide annual and three-year leadership, management, accountability/assessment and professional development in YCDI! Education. The YCDI! Education School Audit is presented to facilitate a school’s self-assessment of its’ implementation of YCDI! Education, which can act as a guide for future planning.
Part 3 contains a list of tips teachers, and others can employ with students who demonstrate any of five Social-Emotional Blockers: anger-misbehaving, anxious, feeling down, procrastination and not paying attention.
The Appendix contains surveys teachers and students can use to assess students’ current development of attitudes and social-emotional skills. Additionally included, teacher self-surveys and student surveys that are useful for determining the extent to which teachers are effective and consistently communicating attitudes and social-emotional skills.
This workshop designed for primary and lower secondary-level classroom teachers focuses on the integration of personal, social and learning attitudes and skills during the teaching of literacy and numeracy.
Goals of the AB4L Professional Development Program
Published research indicates that the AB4L teaching program strengthens students’ attitudes and social-emotional skills needed for engagement, cooperative learning, independent classwork and homework and leads to an improvement in reading comprehension of students in the lower 50% of achievement.
AB4L practices that teachers develop further
AB4L enables a student to
This prevention mental health cognitive-behavioural program provides students with strategies they can use when faced with bullying behaviour and other types of anti-social behaviour.
Recently published research has shown that this program has a powerful impact strengthening students’ cognitive and emotional responses to bullying.
The course consists of four lessons (the second lesson can take two class periods to present). Delivery of this course is flexible and can be taught to classroom-size groups of students or used with individual students who are currently being victimised by bullying. It includes four animated videos covering four elements
Part 1. Bullying and its impact
Part 2. Thinking makes it so
Part 3. Things to say and do
Part 4. Coping in action
Each of the four parts contains discussion topics, activities and a list of materials needed for running the group activities.
This program can be incorporated into school timetables. Alternatively, one session can be developed with students being shown the complete animated video program supplemented by activities drawn from the material in teacher's guide.
The Attitudes and Behaviours for Learning Program (AB4L) is a staff development program for conducting in-house by a member of staff to relevant teachers. The program includes an online guide providing information and handouts for holding staff development sessions at school and a PowerPoint presentation demonstrating background and content of the program including the different AB4L teaching practices.
International research continues to reveal that the quality of classroom instruction directly influences the development of students’ academic skills and achievement. However, as seen below the impact of instruction is enhanced (or inhibited) by students’ attitudes, and social-emotional skills for learning (SEL’s).
Goals of the AB4L Professional Development Program:
AB4L enables a student to:
This workshop is designed to equip teachers of students in years 4 – 9 and mental health practitioners with the skills to present a five-session program intended to teach students ways to cope (self-talk, coping skills, practical steps to take) with different types of bullying (physical, verbal, isolation and cyber).
The program consists of four lessons (the second lesson can take two class periods to present). Delivery of this course is flexible and can be taught to classroom-size groups of students or used with individual students who are currently being victimised by bullying. It includes four animated videos covering four elements
Part 2. Thinking makes it so
Part 3. Things to say and do
Part 4. Coping in action
This program can be incorporated into school timetables. Alternatively, one session with students viewing the complete animated video program supplemented by activities drawn from the material in the teacher's guide. Participants gain experience in preparing and presenting program contents.
This program contains a collection of parent education skill-building sessions designed to:
The evidence is clear to see. Parent education has a positive impact on parent stress, parent effectiveness and directly impacts children’s achievement and wellbeing. As such, schools have an important role to play in connecting their parent community to the vast literature on effective parenting through offering regular talks and workshops on different parenting practices.
Presented to groups of parents during the day or after school, the sessions generally consist of a mini-lecture presentation, discussion, and activities.
We have also found that parents can also perform in the role of leader in taking responsibility for the delivery of the sessions.
In consultation with their parent community, schools can select one or more sessions to offer parents throughout the school year.
Sessions are designed to be presented to groups of parents of any size and take between 60 – 90 minutes to present.
The topics and content covered in Investing in Parents fall into three categories: positive parents, effective parents, and positive children. The content included in each parent session is based on an extensive study of what international research in the fields of parenting, child development and related fields has discovered about ways that parents socialise and influence their achievement and wellbeing.
The first sessions have a focus on parents, their goals and aspirations, the importance of their self-efficacy, parenting styles and their effects on children as well as how to manage stress and be resilient.
The following sessions deal with different parenting practices related to parent-child relationships and communication, different ways parents can become involved with their children’s education, how parents can understand and cater for their children’s developing interests and different ways they can motivate their children.
The final sessions deal with how parents can teach their children social-emotional learning skills and develop character through teaching values and strengths.
This program is presented by a YCDI! Education trainer to students to strengthen their social and emotional skills including positive attitudes that will help them to:
This step-by-step program provides a complete set of tools (steps, surveys, coaching advice) which can be used with teachers and parents when a student has been identified by school staff as being ‘at risk’ experiencing a significant social-emotional blocker (anger-misbehaviour, anxiety, feeling down, not paying attention, procrastination).
The sections of this coaching program include
I. Background: Cognitive-Behavioural Coaching
II. Coaching Program
A. Pre-requisites for Coach
B. 6-step Coaching Program
Step 1. First Meeting. Evaluation of Student's Social-Emotional Needs (surveys completed). Relationship Building. Setting Goals
Step 2. Second Meeting. Coaching Teachers and Parents
Step 3. Brief Contact. Progress Monitoring
Step 4. Third Meeting. Additional Goals and Further Coaching
Step 5. Brief Contact. Progress Monitoring
Step 6. Final Meeting. Evaluation of Progress (surveys completed)
III. Coaching Student Social-Emotional Strengths
IV. Appendices, Social-Emotional Surveys and Blockers
Presented by a YCDI! Education trainer, this program combines animated video, discussion topics and group activities, students learn rational self-talk and coping skills to deal with teasing, bullying and other forms of anti-social behaviour. They learn to use the following four-step strategy when faced with bullying:
At your school, a YCDI! Education Trainer can present a parent education session to groups of parents/caregivers of children of all ages. These engaging and informative presentations include handouts, discussion and interactive activities.
Schools are invited to select a presentation from the following list