189:
Friendship Skills, Building
Confidence, Conflict Resolution, Role Models, and Support Teams. Overcoming challenging situations can be a daunting task, Problem Solving Plans and Coping Step Plans help participants choose a course of action through brainstorming solutions, evaluating the potential consequences of their actions, breaking down goals into smaller steps, and reviewing the outcomes of their choices. Coping Step Plans are also utilised for exposure training, to help participants break the cycle of anxiety and avoidance to overcome fears, as well as time management, which is especially useful for adolescents. Friendship skills differ across developmental levels of the program ranging from sharing, helping and listening in younger age groups to navigating cyber friendships in older groups. Role Models and Support Teams are discussed as those who may support, guide or inspire participants during challenging situations. Conflict Resolution teaches skills in differentiating conflict styles (passive, assertive, aggressive) and how to best achieve assertive outcomes.
199:• S= Smile! Stay calm, and talk to support teams: The final stage of the program is the relapse prevention phase. Participants develop a more applied knowledge of the program by using skills in conjunction with each other. Identification of future challenges and planning strategies for overcoming these is a key learning outcome. Older programs also incorporate teaching participants about giving back to their community and the effects of healthy/unhealthy living (e.g. exercise, diet, substances, sleep) on brain development and mental health.
169:
FRIENDS programs overlap in content; however, they differ in the method of delivering skills with each program using developmentally-appropriate activities. Specifically, whilst younger programs such as Fun FRIENDS and FRIENDS for Life encourage more play-based techniques including puppets, storybooks and coloring activities, the My FRIENDS Youth and Adult
Resilience programs utilize role plays, group discussions and written activities.
185:
participants to practice awareness in the present moment and focusing on positive things in our environment. Both anxious and depressive symptomology typically involves negative evaluations about oneself, others and the world. Cognitive restructuring encourages participants to identify unhelpful thinking styles and challenge these thoughts to have more helpful thoughts, more pleasant feelings and more proactive behaviour.
28:. The programs aim to increase social and emotional skills, promote resilience, and preventing anxiety and depression across the lifespan. As a prevention protocol, FRIENDS has been noted as “one of the most robustly-supported programmes for internalising disorders,” with “a number of large-scale type 1 randomised control trials worldwide” demonstrating its effectiveness (). The FRIENDS programs are acknowledged by the
88:
In 1999 another round of research was performed which led to the production of a third edition of FRIENDS for
Children, which incorporated the research feedback to tailor the program to being more teacher-friendly. Further research and development from 2000 onward caused iterative improvements toward
184:
I= I can try my best (Inner
Helpful Thoughts): In the third stage, participants are introduced to attention training and the cognitive model. Attention and awareness have recently been identified as key factors in the maintenance of gains from evidence-based programs. Attention training encourages
180:
R= Remember to Relax, Have Quiet time: The second stage of the program involves learning about physiological signs of emotions. By recognising these body clues, participants are better able to manage their feelings when they are of a smaller intensity and easier to regulate. This stage also trains
134:
The programs are typically delivered over 10 session with two booster sessions, typically 60–75 minutes. Delivery is, however, flexible across different settings as long as the sequence, structure and topics are respected. Two information sessions of approximately 90–120 minutes are conducted with
168:
The FRIENDS programs draw from interventions based in cognitive behavioural, acceptance and commitment, and positive psychology approaches. Skills covered in the younger programs are represented in the letters of the acronym FRIENDS, whilst the adult program utilises the acronym LIFE. All of the
192:
N = Now reward yourself: This stage involves teaching participants the importance of self-rewarding. Activities highlight the importance of rewarding ourselves for our efforts rather than the outcomes. Interpersonal rewards are encouraged such as time and activities with family and/or friends as
64:
in children, adolescents, adults and the elderly. Furthermore, studies have also shown that protective factors such as self-esteem, self-concept, coping skills, hope and social support are enhanced in the program. The FRIENDS protocol was designed to be delivered in both clinical and educational
188:
E= Explore solutions and Coping Step Plans: The fourth stage of the program differs heavily between younger and older stages of the programs. Overall this stage focuses on learning coping skills and plans to overcome challenging situations including Coping Step Plans, Problem
Solving Plans,
81:. Based in cognitive behavioral techniques, the gold standard for treating and preventing anxiety and depression, the protocol was originally developed for the early intervention and prevention of anxiety. Unlike other anxiety protocols at the time, such as Phillip C. Kendall's
176:
F= Feelings: This stage of the program focuses on building participants’ skills in recognising and responding to their own feelings as well as the feelings of others. Throughout this stage, there is an emphasis on accepting feelings and choosing positive coping
108:
The Adult
Resilience for Life Program was further developed into the Adult Resilience Strong Not Tough Program in 2012. This Program is run in a two-day format and teaches coping strategies and relaxation techniques to adults and the elderly.
100:
developed the Adult
Resilience for Life Program. This Program was designed to help adults cope with loss and extreme stress that was prevalent after natural disasters. The Adult Resilience Program was also rolled out to victims of the
39:
The FRIENDS programs incorporate physiological, cognitive and behavioural strategies to assist children, youths and adults in coping with stress and worry. Studies have demonstrated the effectiveness of FRIENDS in addressing
181:
participants in strategies to relax including diaphragmatic breathing, progressive muscle relaxation, massage and relaxation imagery. Adolescent and adult programs also utilise mindfulness strategies in this stage.
404:
Anticich, S.J.; Barrett, P. M.; Silverman, W.; Lacherez, P.; Gillies, R. (2013). "The prevention of childhood anxiety and promotion of resilience among preschool-aged children: A universal school based trial".
553:
Barrett, Paula; Robi
Sonderegger; Noleen Sonderegger (2001). "Evaluation of an anxiety prevention and positive-coping program (FRIENDS) for Children and Adolescents of Non-English Speaking Background".
866:
Dadds, Mark; Denise
Holland; Kristin Laurens; Miranda Mullens; Paula Barrett; Susan Spence (1999). "Early Intervention and Prevention of Anxiety Disorders in Children: Results at 2-Year Follow-Up".
643:
Gallegos, Julia; Alejandra
Rodriguez; Graciela Gomez; Marisol Rabelo; Monica Fernanda Gutierrez (2012). "The FRIENDS for Life Program for Mexican Girls Living in an Orphanage: A Pilot Study".
196:
D= Do it every day: Skills are most effective when practised every day. This letter of FRIENDS is to encourage participants to continue using the skills after the program is completed.
69:, in Queensland, Australia, as well as a host of researchers worldwide including Professor Paul Stallard, Professor Elisabeth Utens, and Professor Bente Storm Haugland amongst others.
299:
who continues to develop and administer the FRIENDS Programs both at her private practice Pathways Health and Research Centre in Brisbane, Australia as well as worldwide.
608:
Essau, Cecilia; Judith Conradt; Satoko Sasagawa; Thomas H. Ollendic (2012). "Prevention of Anxiety Symptoms in Children: Results From a Universal School-Based Trial".
577:
Barrett, Paula; Robi Sonderegger; Sophia Xenos (2003). "Using Friends to Combat Anxiety and Adjustment Problems among Young Migrants to Australia: A National Trial".
345:
912:
Barrett, P. (2012). FUN FRIENDS: A facilitator's guide to building resilience in 4 to 7 year old children through play. Barrett Research Resources Pty Ltd.
980:
322:"Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/Behavioural Difficulties: An International Review"
135:
caregivers and educators to provide strategies for enhancing resilience at home, reinforcing program strategies, and behaviour management techniques.
713:
Lock, Sally; Paula Barrett (2003). "A Longitudinal Study of Developmental Differences in Universal Preventative Intervention for Child Anxiety".
949:
65:
settings by teachers, psychologists, and allied health professionals. The FRIENDS Programs continue to be researched and developed by author,
1090:
831:
Neil, Alison; Helen Christensen (2009). "Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety".
388:
994:
483:
Neil, A.J.; Christensen, H. (2009). "Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety".
518:
Anticich, S. A. J.; Barrett, P. M.; Gillies, R.; Silverman, W. (2012). "Recent advances in intervention for early childhood anxiety".
45:
1041:
930:
Barrett, P. (2010). MY FRIENDS -Youth Resilience Program: Group Leaders' Manual for Youth. Pathways Health and Research Centre.
1016:
156:
Enhancing participant's resilience to not only overcome adversity but also to take advantage of positive future challenges
321:
102:
352:
208:
Studies of FRIENDS effectiveness in prevention of anxiety for 9- to 10-year-old children have been mixed in results.
440:
Fisak, Jr.; Richard, D.; Mann, A. (2011). "The prevention of child and adolescent anxiety: A meta-analytic review".
153:
Providing strategies for making constructive and respectful choices about personal behaviour and social interactions
748:
Siu, Angela (2007). "Using Friends to Combat Internalizing Problems Among Primary School Children in Hong Kong".
29:
85:, FRIENDS utilises a group format and can be used in a prevention, early intervention or a treatment approach.
21:
939:
Barrett, P. (2005). FRIENDS for Life: Group leaders' manual for children. Barrett Research Resources Pty Ltd.
921:
Barrett, P. (2005). FRIENDS for Life: Group leaders' manual for children. Barrett Research Resources Pty Ltd.
300:
97:
78:
33:
61:
1002:
144:
Increasing participant's ability to recognise and regulate one's own emotions, thoughts and behaviours
956:
257:
813:
730:
695:
660:
590:
535:
465:
422:
678:
Liddle, Ian; Susan Macmillan (2010). "Evaluating the FRIENDS programme in a Scottish setting".
974:
883:
848:
805:
625:
500:
457:
384:
93:
53:
875:
840:
795:
722:
687:
652:
617:
582:
559:
527:
492:
449:
414:
376:
284:
280:
370:
279:
Although originally written in English, the FRIENDS program has since been translated into
150:
Improving competencies of establishing and maintaining healthy and rewarding relationships
303:
also continues to oversee the training of FRIENDS facilitators and licensees worldwide.
253:
147:
Building participant's skills in taking the perspective of and empathising with others
1084:
1045:
734:
594:
469:
296:
66:
41:
25:
817:
699:
664:
539:
117:
The FRIENDS protocol has been adapted into four developmentally-sensitive programs:
426:
1020:
901:
418:
726:
586:
269:
221:
105:
in order to help that population cope with the loss of property and loved ones.
879:
800:
783:
621:
844:
691:
496:
453:
380:
328:
82:
346:"Prevention of Mental Disorders: Effective Interventions and Policy Options"
273:
225:
217:
887:
852:
809:
629:
504:
461:
563:
327:. National Council for Special Education (United Kingdom). Archived from
249:
531:
656:
261:
49:
265:
245:
237:
233:
57:
784:"The Prevention of Depression in Children and Adolescents: A Review"
1069:
229:
216:
The FRIENDS program is currently used in the following countries:
241:
1077:- Australian and World Wide distribution of the Friends Program
159:
Developing skills to prevent and treat mental health concerns
1074:
771:. Brisbane, Australia: Pathways Health and Research Centre.
375:. The Springer Series on Human Exceptionality. Springer.
900:
Barrett, P. (2011). Resilience for life: Adult program,
193:
opposed to gifts, food, electronics or monetary rewards.
372:
Resilience Enhancement for Youth in Diverse Populations
89:
the FRIENDS Programs to make them what they are today.
750:
Journal of Cognitive and Behavioral Psychotherapies
283:, Arabic, Finnish, Portuguese, Dutch, Japanese and
1017:"Our Patron | Pathways to Resilience Trust"
902:http://espace.library.uq.edu.au/view/UQ:266708
520:Australian Journal of Guidance and Counselling
868:Journal of Consulting and Clinical Psychology
130:Adult Resilience for Life (16 years and over)
8:
1019:. Pathwaystoresilience.org. Archived from
407:Advances in School Mental Health Promotion
799:
579:Clinical Child Psychology and Psychiatry
312:
77:The FRIENDS Programs were developed by
979:: CS1 maint: archived copy as title (
972:
782:Gladstone, J; W. R. Beardslee (2009).
769:FRIENDS For Life: Group Leaders Manual
127:My FRIENDS Youth (12 – 15 years)
7:
295:The Friends program was authored by
124:FRIENDS for life (8 – 11 years)
1075:Pathways Health and Research Center
995:"3(14) PHR | NIHR Journals Library"
172:Overall the content is as follows:
680:Educational Psychology in Practice
212:Translations and International Use
14:
1042:"Child & Youth Mental Health"
24:programs developed by Professor
1044:. Mcf.gov.bc.ca. Archived from
92:In response to the devastating
999:www.journalslibrary.nihr.ac.uk
788:Canadian Journal of Psychiatry
369:Prince-Embury, Sandra (2014).
121:Fun FRIENDS (4 – 7 years)
1:
1091:Cognitive behavioral therapy
419:10.1080/1754730X.2013.784616
103:2011 Christchurch earthquake
727:10.1375/bech.20.4.183.29383
587:10.1177/1359104503008002008
1107:
880:10.1037/0022-006x.67.1.145
833:Clinical Psychology Review
801:10.1177/070674370905400402
622:10.1016/j.beth.2011.08.003
485:Clinical Psychology Review
845:10.1016/j.cpr.2009.01.002
692:10.1080/02667360903522785
497:10.1016/j.cpr.2009.01.002
454:10.1007/s11121-011-0210-0
381:10.1007/978-1-4939-0542-3
30:World Health Organization
1070:FRIENDS program website
767:Barrett, Paula (2013).
301:Professor Paula Barrett
297:Professor Paula Barrett
98:Professor Paula Barrett
79:Professor Paula Barrett
67:Professor Paula Barrett
581:. 8:241 (2): 241–260.
351:. WHO. Archived from
36:prevention programs.
794:(212–221): 212–221.
564:10.1375/bech.18.2.78
558:. 18, 2 (2): 78–91.
532:10.1017/jgc.2012.24
258:Republic of Ireland
657:10.1017/bec.2012.8
442:Prevention Science
390:978-1-4939-0542-3
204:Use in prevention
94:Queensland Floods
18:FRIENDS Programs
1098:
1057:
1056:
1054:
1053:
1038:
1032:
1031:
1029:
1028:
1013:
1007:
1006:
1001:. Archived from
991:
985:
984:
978:
970:
968:
967:
961:
955:. Archived from
954:
946:
940:
937:
931:
928:
922:
919:
913:
910:
904:
898:
892:
891:
863:
857:
856:
828:
822:
821:
803:
779:
773:
772:
764:
758:
757:
745:
739:
738:
715:Behaviour Change
710:
704:
703:
675:
669:
668:
645:Behaviour Change
640:
634:
633:
610:Behavior Therapy
605:
599:
598:
574:
568:
567:
556:Behaviour Change
550:
544:
543:
515:
509:
508:
480:
474:
473:
437:
431:
430:
401:
395:
394:
366:
360:
359:
357:
350:
342:
336:
335:
333:
326:
317:
44:issues such as
20:are a series of
1106:
1105:
1101:
1100:
1099:
1097:
1096:
1095:
1081:
1080:
1066:
1061:
1060:
1051:
1049:
1040:
1039:
1035:
1026:
1024:
1015:
1014:
1010:
993:
992:
988:
971:
965:
963:
959:
952:
950:"Archived copy"
948:
947:
943:
938:
934:
929:
925:
920:
916:
911:
907:
899:
895:
865:
864:
860:
830:
829:
825:
781:
780:
776:
766:
765:
761:
747:
746:
742:
712:
711:
707:
677:
676:
672:
642:
641:
637:
607:
606:
602:
576:
575:
571:
552:
551:
547:
517:
516:
512:
482:
481:
477:
439:
438:
434:
403:
402:
398:
391:
368:
367:
363:
355:
348:
344:
343:
339:
331:
324:
319:
318:
314:
309:
293:
214:
206:
166:
141:
115:
75:
12:
11:
5:
1104:
1102:
1094:
1093:
1083:
1082:
1079:
1078:
1072:
1065:
1064:External links
1062:
1059:
1058:
1033:
1008:
1005:on 2016-03-13.
986:
941:
932:
923:
914:
905:
893:
874:(1): 145–150.
858:
839:(3): 208–215.
823:
774:
759:
740:
721:(4): 183–199.
705:
670:
635:
616:(2): 450–464.
600:
569:
545:
526:(2): 157–172.
510:
491:(3): 208–215.
475:
448:(3): 255–268.
432:
396:
389:
361:
358:on 2009-07-24.
337:
334:on 2013-12-04.
320:Cooper, Paul.
311:
310:
308:
305:
292:
289:
254:United Kingdom
213:
210:
205:
202:
201:
200:
197:
194:
190:
186:
182:
178:
165:
162:
161:
160:
157:
154:
151:
148:
145:
140:
139:Specific Goals
137:
132:
131:
128:
125:
122:
114:
111:
96:of 2010/2011,
74:
71:
34:evidence based
13:
10:
9:
6:
4:
3:
2:
1103:
1092:
1089:
1088:
1086:
1076:
1073:
1071:
1068:
1067:
1063:
1048:on 2013-09-08
1047:
1043:
1037:
1034:
1023:on 2013-10-28
1022:
1018:
1012:
1009:
1004:
1000:
996:
990:
987:
982:
976:
962:on 2016-03-13
958:
951:
945:
942:
936:
933:
927:
924:
918:
915:
909:
906:
903:
897:
894:
889:
885:
881:
877:
873:
869:
862:
859:
854:
850:
846:
842:
838:
834:
827:
824:
819:
815:
811:
807:
802:
797:
793:
789:
785:
778:
775:
770:
763:
760:
755:
751:
744:
741:
736:
732:
728:
724:
720:
716:
709:
706:
701:
697:
693:
689:
685:
681:
674:
671:
666:
662:
658:
654:
650:
646:
639:
636:
631:
627:
623:
619:
615:
611:
604:
601:
596:
592:
588:
584:
580:
573:
570:
565:
561:
557:
549:
546:
541:
537:
533:
529:
525:
521:
514:
511:
506:
502:
498:
494:
490:
486:
479:
476:
471:
467:
463:
459:
455:
451:
447:
443:
436:
433:
428:
424:
420:
416:
413:(2): 93–121.
412:
408:
400:
397:
392:
386:
382:
378:
374:
373:
365:
362:
354:
347:
341:
338:
330:
323:
316:
313:
306:
304:
302:
298:
290:
288:
286:
282:
277:
275:
271:
267:
263:
259:
255:
251:
247:
243:
239:
235:
231:
227:
223:
219:
211:
209:
203:
198:
195:
191:
187:
183:
179:
175:
174:
173:
170:
163:
158:
155:
152:
149:
146:
143:
142:
138:
136:
129:
126:
123:
120:
119:
118:
112:
110:
106:
104:
99:
95:
90:
86:
84:
80:
72:
70:
68:
63:
59:
55:
51:
47:
43:
42:mental health
37:
35:
32:as effective
31:
27:
26:Paula Barrett
23:
19:
1050:. Retrieved
1046:the original
1036:
1025:. Retrieved
1021:the original
1011:
1003:the original
998:
989:
964:. Retrieved
957:the original
944:
935:
926:
917:
908:
896:
871:
867:
861:
836:
832:
826:
791:
787:
777:
768:
762:
753:
749:
743:
718:
714:
708:
686:(1): 53–67.
683:
679:
673:
648:
644:
638:
613:
609:
603:
578:
572:
555:
548:
523:
519:
513:
488:
484:
478:
445:
441:
435:
410:
406:
399:
371:
364:
353:the original
340:
329:the original
315:
294:
278:
215:
207:
171:
167:
133:
116:
107:
91:
87:
76:
38:
17:
15:
756:(1): 11–26.
651:(1): 1–14.
270:Netherlands
222:New Zealand
177:behaviours.
1052:2013-09-09
1027:2013-09-09
966:2016-03-12
307:References
83:Coping Cat
54:depression
22:Resilience
735:146495804
595:146293580
470:207228004
274:Singapore
226:Hong Kong
218:Australia
1085:Category
975:cite web
888:10028219
853:19232805
818:28697243
810:19321027
700:52225420
665:52202834
630:22440079
540:52227726
505:19232805
462:21437675
250:Portugal
427:1660159
285:Spanish
281:Russian
262:Finland
164:Content
73:History
50:anxiety
886:
851:
816:
808:
733:
698:
663:
628:
593:
538:
503:
468:
460:
425:
387:
291:Author
268:, the
266:Norway
256:, the
252:, the
246:Brazil
238:Mexico
234:Canada
113:Format
62:stress
58:autism
960:(PDF)
953:(PDF)
814:S2CID
731:S2CID
696:S2CID
661:S2CID
591:S2CID
536:S2CID
466:S2CID
423:S2CID
356:(PDF)
349:(PDF)
332:(PDF)
325:(PDF)
230:Japan
981:link
884:PMID
849:PMID
806:PMID
626:PMID
501:PMID
458:PMID
385:ISBN
272:and
242:Peru
60:and
16:The
876:doi
841:doi
796:doi
723:doi
688:doi
653:doi
618:doi
583:doi
560:doi
528:doi
493:doi
450:doi
415:doi
377:doi
46:OCD
1087::
997:.
977:}}
973:{{
882:.
872:67
870:.
847:.
837:29
835:.
812:.
804:.
792:54
790:.
786:.
752:.
729:.
719:20
717:.
694:.
684:26
682:.
659:.
649:29
647:.
624:.
614:43
612:.
589:.
534:.
524:22
522:.
499:.
489:29
487:.
464:.
456:.
446:12
444:.
421:.
409:.
383:.
287:.
276:.
264:,
260:,
248:,
244:,
240:,
236:,
232:,
228:,
224:,
220:,
56:,
52:,
48:,
1055:.
1030:.
983:)
969:.
890:.
878::
855:.
843::
820:.
798::
754:7
737:.
725::
702:.
690::
667:.
655::
632:.
620::
597:.
585::
566:.
562::
542:.
530::
507:.
495::
472:.
452::
429:.
417::
411:6
393:.
379::
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.