Bounce. The Thrive Programme in Education

Through a combination of coaching and personal work, Bounce empowers young people with the psychological skills, insights and resources they need to thrive. In a short period of time they learn the fundamentals of how to manage beliefs, thinking styles, emotions and cognitive processes in order to be happy, confident and resilient and get the most out of life

WHAT IS IT? Through a series of simple explanations, exercises and actions, students are guided

through an exciting journey where they begin to grow psychologically stronger and fitter

every day. The programme can be tailored to students’ particular needs whether

behavioural, therapeutic or educational.

The student learns about applied positive psychology, how to recognise and change any

limiting beliefs they hold. They create a sense of personal power – a power to change

their response to events and experiences in their lives.

The student gradually builds a strong sense of self-efficacy and self-belief.

They learn how to create high, stable self-esteem, how to resist social pressures and

overcome social anxiety.

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IMPACT. AT A GLANCE

Higher attainment Happier students. Proven way of helping students (and staff) with their emotional well-being

Increases performance. Academics and attendances. Develops students’ self-efficacy and resilience

Student Manual Guides pupils through the course, including independent tasks for consolidation at home.

EMOTIONAL CONTROL

FEELING BETTER, WITH SKILLS TO MANAGE LIFE IN GENERAL,

THE CLASSROOM AND BEYOND

1SELF-ESTEEM

HIGHER SELF-ESTEEM AND LOWER SOCIAL ANXIETY HELPS

CHILDREN TO RESIST PEER PRESSURE AND TO FEEL MORE

CONFIDENT IN THEMSELVES

2LOCUS OF CONTROL

IMPROVED PARTICIPATION IN SCHOOL .HIGHER SELF-EFFICACY, FEELS MORE

POWERFUL AND MORE IN CONTROL. SIGNIFICANT

IMPROVEMENT IN RESILIANCE

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“Thinking about 10 positive

things every week has helped

me think better and see what I

have achieved this week and

help me know that I can achieve

it again next week.”

“In English I never used to read

out loud but Thrive has helped

me with my confidence and

now I try to read out loud.”

“Thrive has also helped me with

my attitude towards teachers

and other people around me.”

“Now I’m more confident and

have a higher self-esteem and

I’m starting to find it easier to

share my problems and get

help with them.”

“I think Thrive has been one of

the best experiences I’m going

to have as I will carry on using

bunce Learning to manage beliefs, thinking styles, emotions and cognitive processes in order to be happy and confident.

Helping young people to thrive, to grow, develop and flourish regardless of environment.

WHAT”S THE IMPACT ? 1. INTERVENTION. SCHOOL A. EAST ENGLAND. 6 week programme. 13/14 year old students with behavioural, motivational and self-esteem issues.

Six girls with emotional and behavioural issues completed Bounce. Used as an intervention, the girls had

weekly discussion-based  sessions and they received ongoing support from their Tutors, who had been trained

to mentor each student through Bounce. Using the Bounce manual, the girls also completed homework tasks

in order to integrate and consolidate their learning. The programme culminated in an outward-bound day trip

at Go Ape, designed to celebrate the students’ success, providing physical and psychological challenges to

further develop and process their new skills. Two months after completing the programme, the girls did a

series of follow-up sessions to ensure that their progress was maintained.

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BOUNCE. THE THRIVE PROGRAMME IN SCHOOLS

WHAT ARE THE SUPPORT MATERIALS?

RESULTS Over the course of the programme, pupils made good overall progress towards attendance, behaviour and achievement targets making measurable reductions in total points awarded for negative behaviour. In week 1 of the programme, three of the students received over 7 negative points each. By the final week of the programme the pupils only received 4 behaviour points between them.

Changes in the students’ sense of control were recorded. A higher score on a sense of control scale indicated a greater sense of powerlessness. At the start of the programme all students scored between 18 and 24 . After five weeks all scored between 6 and 11, indicating that they felt much more powerful and capable.

• Student manual that guides pupils through the course, including independent tasks for consolidation at home.

• Teacher training (3 day course, or in-house)

• Online lesson plans and resources • Props to support delivery of Bounce

• Dedicated support from Bounce trainer

• Assistance with tracking and feedback

• Display materials to consolidate learning of how the Thrive Programme related to the students’ lives and specific concerns

WHAT”S THE IMPACT ? 2. WHOLE CLASS. SCHOOL B. EAST ENGLAND

10 week programme. Year 8 pupils with behavioural, motivational and self-esteem issues. A standard Bounce whole class programme with

17 pupils. Each week of the programme

comprised two interactive 1-hour group

sessions with all students. Students also

received individual sessions over the 10 week

period. School staff undertook in-house Bounce

training to enable continuous reinforcement of

the programme principles outside session and

within the context of daily school life.

In this programme, the adapted Bounce student

manual was used, appropriate for the lower

reading levels of the pupils. Pupils were given

this book at the end of the 10 weeks to

encourage them to recap the programme and

implement the principles over the summer

holiday.

In addition to standard Bounce tracking, the

school also implemented detailed tracking of

trends on student effort and behaviour, pre,

during and post programme.

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RESULTS The school provided data relating to the students progress over the course of the programme. Chart 1 documents the average weekly rate at which students received negative behaviour points, as recorded by a teacher, before and after starting the programme.

Chart 2 shows the incidence of positive lesson reports awarded to students on completion of every lesson. The points were documented over the course of 29 weeks prior to the start of the programme and during the 10 weeks after starting the programme. All students increased their prior percentage of green reports over the ten weeks of the Bounce programme .

BOUNCE. THE THRIVE PROGRAMME IN SCHOOLS

1. NEGATIVE BEHAVIOUR

EFFORT & POSITIVE BEHAVIOUR

weekly aggregate pre course weekly aggregate post course

weekly aggregate wk 1 weekly aggregate wk 10

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Abouserie, R. (1994). Sources and Levels of Stress in Relation to

Locus of Control and Self Esteem in University Students.

Educational Psychology, 14(3), 323–330.

Allen, C. E. L. (2012). An Investigation into Senior School Students’

Resilience in Response to Academic Failure (Unpublished MPhil

Thesis). University of Cambridge, Cambridge, UK.

Borman, G. D., & Overman, L. T. (2004). Academic resilience in

mathematics among poor and minority students. The Elementary

School Journal, 104(3), 177–195.

Diener, C. I., & Dweck, C. S. (1978). An analysis of learned

helplessness: Continuous changes in performance, strategy, and

achievement cognitions following failure. Journal of Personality

and Social Psychology, 36(5), 451–462.

Dweck, C. S. (2000). Self-Theories: Their Role in Motivation,

Personality, and Development. Philadelphia: Psychology Press.

Dweck, C. S., & Reppucci, N. D. (1973). Learned helplessness and

reinforcement responsibility in children. Journal of Personality and

Social Psychology, 25(1), 109.

Finn, J. D., & Rock, D. A. (1997). Academic success among

students at risk for school failure. Journal of Applied Psychology,

82(2), 221.

Floyd, C. (1996). Achieving despite the odds: a study of resilience

among a group of africa american high school seniors. Journal of

Negro Education, 181–189.

Gale, C. R., Batty, G. D., & Deary, I. J. (2008). Locus of control at

age 10 years and health outcomes and behaviors at age 30 years:

the 1970 British Cohort Study. Psychosomatic Medicine, 70(4),

397–403.

Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M. ., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system

approach. Journal of Personality and Social Psychology, 77(3), 588.

Jackson, S., & Martin, P. Y. (1998). Surviving the care system:

Education and resilience. Journal of Adolescence, 21(5), 569–583.

Kelly, R. C., & Allen, C. E. L. (2013). Exploring The Efficacy of The

“Thrive Programme” with Emetophobic Clients. Cambridge, UK:

The Thrive Programme.

Rouse, K. A. G. (2001). Resilient students’ goals and motivation.

Journal of Adolescence, 24(4), 461–472.

RESULTS The school conducted conducted post course progress interviews with the students.

“ It’s helped me to get more confident. I’m not being bullied.”

"The enthusiasm in the group has been good. I have learnt about self-esteem and self-confidence. I can stand up for myself now."

“Thanks to the Thrive group I will be able to achieve more later in life in friendships and other achievements.”

“Thrive has helped me to know which way to feel. It’s made me feel good about myself.

“This really helped with my self-esteem cuz you told me things that I never knew.”

REFERENCES

BOUNCE. THE THRIVE PROGRAMME IN SCHOOLS

WHAT”S THE IMPACT? 3. INTERVENTION. SCHOOL C. SCOTLAND. YEAR GROUPS.

Five week programme. 3 x year groups. Behavioural and self-esteem issues.Group 1 included six 15-16 year old girls. Group 2 was composed of seven 11-12 year old boys and girls. Group 2 was made up of of seven 12-13 year old boys and girls.

Every week, each group of students took part in a 2hr group session and all students again also received individual sessions. As part of the standard Bounce evaluation, changes in the students’ sense of control were recorded - higher scores scale indicating a sense of powerlessness. Over five weeks the student average 20 reduced to 9 indicating that they felt a greater sense of power and capability.

HOW DO I FIND OUT MORE ABOUT BOUNCE AND THE THRIVE PROGRAMME?Contact: Rob Kelly Thrive Programme Directorrob@thriveprogramme.org www.thriveprogramme.org

Contact: Andrew Farquharson Thrive in Education Consultant andrew@thriveinscotland.co.uk.