Friends for YouthFriends for YouthGroup Intervention for AnxietyGroup Intervention for Anxiety

Paula Barrett, Paula Barrett, Hayley Lowry-Webster and Hayley Lowry-Webster and

Cynthia TurnerCynthia Turner

Materials NeededMaterials Needed

• Required Supplies–Group Leader Manual–Student Manual (ideally, for each student in

group)

• Optional supplies–Chalkboard /Dry erase board–Crayons, Markers, Color pencils

Rationale of the FRIENDS Rationale of the FRIENDS ProgramProgram

• FRIENDS will help children to learn important skills and techniques to cope with and manage anxiety.

• The word FRIEND will help them to remember each new skill taught throughout the program.

• Children will discover different ways to be a friend to themselves and to others.

““FRIENDS”FRIENDS”

• FF – How am I Feeling?• RR – Relax and Feel Good• II – Inner Thoughts• EE – Explore Plans• NN – Nice Work, Reward Yourself!• DD – Don’t forget to Practice!• SS – Stay Calm

Theoretical Principles Behind Theoretical Principles Behind The FRIENDS ProgramThe FRIENDS Program• FRIENDS is based on a theoretical model that addresses

three processes: – Cognitive (mind) relates to inner thoughts we have

about ourselves, others and situations.– Physiological (body) relates to physical reactions our

bodies feel when we feel worried, nervous or afraid.– Learning (behavior) relates to the acquisition of new

skills to cope and manage anxiety.

Developing Cognitive, Developing Cognitive, Physiological, & Learning SkillsPhysiological, & Learning Skills

• Cognitive exercises encourage the use of positive self-talk and self-reward. Children learn coping strategies and to change unhelpful negative thoughts.

Developing Cognitive, Developing Cognitive, Physiological, & Learning SkillsPhysiological, & Learning Skills

• Physiological exercises involve identifying an awareness of body clues (butterflies in the stomach or sweaty palms) and practicing relaxation and deep breathing.

Developing Cognitive, Developing Cognitive, Physiological, & Learning SkillsPhysiological, & Learning Skills

• Learning involves a six step problem-solving process, exposure to fear-provoking experiences, in which children learn to break down a feared situation into manageable steps, and the establishment of reward systems.

Design of FRIENDS Program Design of FRIENDS Program

• Participants Participants –Designed for children aged 12-16.

• SizeSize–Small groups (up to 12) are recommended when

a single group leader is available.–When used in the classroom setting it is

important to have a high ratio of group leaders to participants.

Design of FRIENDS Program Design of FRIENDS Program

• Environment Environment –There should always be enough chairs for all

participants.–Arranging chairs in a circle can help facilitate a

sense of membership and participation.–Groups should be held in an interruption-free

and confidential setting

Design of FRIENDS Program Design of FRIENDS Program

• Program StructureProgram Structure– There are 10 sessions in the Program, however it may

take more than one meeting to complete a session.– Sessions should be scheduled at least once a week– There are four parent sessions that can be incorporated

into the Program– Booster sessions are encouraged to review central

components and gains. Booster sessions are recommended one month and three months after the program is complete.