Stormbirds: growing through natural disaster

Stormbirds: growing through
natural disaster
Presentation by Good Grief
Stormbirds
• Stormbirds® is an education program (not
therapy or counselling).
• It is designed to be used in a small group
setting with children and young people who
are struggling with the changes wrought in
their lives by the natural disaster.
• It uses small group peer learning processes
• It is facilitated by a Companion .
• Stormbirds® was designed as a resiliencebuilding program to be implemented 2 to 4
months after the natural disaster.
• Experience has shown it can still be beneficial
up to 12 months after the event, maybe
longer
Stormbirds® Objectives
• Supports young people in understanding and managing
the changes they experience as a result of natural
disaster
• Assists young people in understanding that their
reactions associated with the natural disaster are
normal
• Develops skills for coping, problem solving and
decision making
• Builds a peer support network
• Helps restore self confidence and self esteem
Session 1 – Change, a natural part of life
• In this first session the children will deepen
their understanding of change and explore the
idea that change is a natural part of life. Even
though a natural disaster impacts on everyone
it causes changes that are unique to each
person, family or immediate neighbourhood.
Session 1 Outcomes
In this session the participants have the opportunity to:
• Explore how change is something that happens to everyone and is
a natural part of life.
• Recognise the changes that have affected their lives since the
natural disaster.
• Discuss the purpose of this group and how it relates to each
participant’s experience of being in a natural disaster, e.g. fire,
flood, cyclone.
• Get to know each other and to build trust and safety within the
group.
• Develop a set of guidelines for working together as a group.
Session 2 – Feelings and Response
• Children often have difficulty accurately
naming their feelings, so it is important to
provide activities that develop this skill of
naming and acknowledging feelings. Children
need to be affirmed that their feelings in
response to the natural disaster are normal,
and are shared by other in similar and
different ways
Session 2 Outcomes
In this session the children will have the opportunity to:
• Name some of the feelings associated with the changes
caused by the natural disaster.
• Recognise and name different reactions to their
feelings.
• Learn strategies for caring for their feelings and
acknowledging their own interests, strengths and
talents
Session 3 – Memories and Support
• The children are encouraged to find hope through their
memories. Sometime remembering is fun and
sometimes it is painful. This session focuses on
networks of support and the children are encouraged
to name people, places and things that help them
when they need support. The children are encouraged
to recall the kindness and caring shown by others, any
special help they might have received, and/or any new
signs of life which have become apparent after the
natural disaster. Support after the disaster can be
linked to the creation of happy memories and it is an
important part of the healing process.
Session 3 Outcomes
In this session the children will have an opportunity to:
• Share important memories.
• Recognise those things in their lives that can bring
hope.
• Identify what can bring them hope in difficult times.
• Name people, places and things that help them when
they need support.
• Recognise that memories are precious and may need
to be cared for just like their feelings.
Session 4 – Reconnecting
• Session 4 is an opportunity to bring closure to the
program, to review the learning from the
Stormbirds® program and to ritualise a sense of
hope and life that can continue to grow. The
building of our communities, our family and our
own lives is a life-long process. The changes
participants have experienced as a result of the
natural disaster have become part of the fabric of
their lives. The memories of this event have
become part of their identity and personal story.
Session 4 Outcomes
In this session the children will have an opportunity to:
• Review key learning from the program.
• Reflect with their parents, carers or significant friends.
• Acknowledge their family, friends and support
network.
• Participate in symbolising hope, life and a sense of
direction and purpose in building a future with others.
Stormy’s heritage
• Seasons for Growth – evidence based
• “I am” “I have”
“I can”
• a voice – having a say
• supportive environment - relationship
Where has Stormy been?
• Victoria – 14 schools – 287 children – 68 staff
– 69 surveys returned
• Queensland – 22 schools – 485 children – 61
staff – 76 surveys returned
• Christchurch – 15 schools – 1,108 children –
197 staff – 156 surveys returned
Victorian data
Yes
Not Sure
No
I am going to be OK
89.4%
10.6%
0%
Life Changes for me and my
friends
84.2%
15.8%
0%
My feelings are OK
85.9%
12.2%
5.2%
I can plan things to make things
feel better
80.7%
15.7%
3.6%
There are people who can help
me when things get bad
92.9%
7.1%
0%
Questions
Christchurch data
Questions
total Yes %
Total Unsure
Total No
I am not the only one whose life has changed
92%
6%
2%
Some good ways to cope with my feelings
88%
11%
1%
All feelings are OK including sadness and
anger
82%
15%
I can solve problems and make good decisions
85%
3%
15%
0
There are people who can help me when
things are difficult
94%
5%
1%
Data
• Overall Stormy had a very positive impact
• Screening for children who were traumatized
was clear – good basis for referral
• In Christchurch and Victoria – younger
children less certain about some questions –
and boys also a little less certain
Some comments
• Coordination important – local liaison
• So many approaches on offer - gatekeeping
• Schools and parents need an overview – a plan
• School - important to child’s wellbeing in a crisis
• Teachers needed support – see training numbers –
larger than implementation
Queensland data
I am safe - I am not safe
I feel okay - I don't feel good
I am okay with change - I don't like change
Things are getting better - Things are not getting better
I can do things to make me feel better - I can't do things to make me feel
better
There are people who can help me - No-one can help me
I am OK talking about my feelings - I don't like talking about my feelings
I can solve problems - I can't solve problems
I can make changes for the better - I can't make changes for the better
Pre
Post
Pre
Post
Pre
Post
Pre
Post
3.95
4.53
3.86
4.25
3.99
4.19
4.08
4.47
Pre
Post
Pre
Post
4.35
4.44
4.43
4.57
Pre
Post
Pre
Post
3.63
4.0 1
4.27
4.33
Pre
Post
4.4
4.53
Data
• Positive and measurable change
• Statistically significant change
• Note particularly “safety”
Some other comments
• Strong gatekeeping – asked for data and
review
• There was a plan – Stepped Model of Care –
and a process
• Timing important – coordination between
Health and Education
• Should have had a local coordinator
Conclusions
•
•
•
•
•
•
•
Stormbirds has a place
Working with school staff important
Evidence based practice essential
Small group process important
Companion important
Learning processes give structure
Children can learn very important skills