20 Frequently Asked Questions

Question 1

What qualification does a facilitator need?

Question 1

What qualification does a facilitator need?

Answer

What's the Buzz? is designed for use in schools by teachers, school counsellors, school psychologists, teacher assistants, school support staff and 'switched on' parent volunteers (with police checks or whatever is considered appropriate within your system).  It also has wide application in a range of private clinical settings; psychologists, counsellors, speech pathologists, occupational therapists, social workers, play therapists and allied health professionals.

Ideally, those whom have been trained in Circle Time, use Circle Time practices or have an understanding of Circle Time values are well positioned to run What's the Buzz? Such a facilitator truly understands their role as someone who;

• is able to encourage and guide a group rather than seek tight control over them
• understands that this kind of group, particularly when comprised of a small targeted selection of children, will display imperfect behaviours
• subscribes to the notion that good modelling and relationship between adults and children is a powerful teacher within itself
• lives, breathes and believes the classic saying, "Don't sweat the small stuff!"

Fundamentally, any sensible and well intentioned adult can run a What's the Buzz? programme. The best qualification a facilitator can bring to a group is a sparkling and engaging attitude that plainly says to children…

"I like being here with you and I enjoying watching you trial these new skills within this safe environment." 

While a facilitator brings their own individuality, flair and experience to the group, their personal flexibility and ability to 'read' the group is vital. For example, three or four games are offered in 'The Buzz'  towards the end of each lesson, but often there is only time to play one or two. An ideal facilitator is one who can quickly choose the activities they feel best meets the group's maturity, energy and style. Equally, some days facilitators will find it harder to engage the group because they are restless or tired. On these days an astute facilitator is likely to focus on the role-playing activities, quizzes and social games, and cut back on the delivery of information and too much instruction.

Question 2

Why do sessions run for 45 minutes? Other programs run for longer?

Question 2

Why do sessions run for 45 minutes? Other programs run for longer?

Answer

We have found that a 45 minute session is about the right period to optimize theconcentration and perseverance of primary aged students.  Much longer and student persistence, motivation and good intention begin to wane. On the other hand, if there is not enough time the programme degenerates to 'information giving' without time for children to consolidate skills through play, fun and role-play.

Forty five minute sessions also link into school lesson scheduling particularly well.

We always prefer to err on the side of finishing a session early knowing students have enjoyed one another's company and began to assimilate the skills. We are also comfortable in the knowledge that parents and teachers can follow up by using the comprehensive educator and parent notes available for each of the 16 lessons. Subsequent lessons will also review key concepts introduced earlier in the programme.

Question 4

What can parents do to support the ideas being taught during What's the Buzz?

Question 4

What can parents do to support the ideas being taught during What's the Buzz?

Answer

A parent's role is invaluable.

The book contains an integral section for parents -'After the Buzz, social thinking ideas for parents'. It is located immediately following each lesson and offers useful ideas that can be placed into practice at home to build on to the skills introduced in the lesson.

This section highlights the value of parental care, and that no one’s influence is as great on their children. It features what parents can say and do at home to support the quality of their child’s social thinking. It also draws attention to the value of parental modelling. What is most effective is for parents to keep the big picture in mind; it is the simple, day to day things we consistently say and do that makes the greatest difference for our children. Most parents understand that the development of social thinking within their son or daughter will take time, but the After the Buzz, social thinking ideas for parents provides them with a steadiness and motivation to work with new ideas and expectations.

Interestingly, parents involved in our programmes frequently comment on the useful approaches embedded in this segment of the programme.

Question 3

Will the skills taught during a What's the Buzz? generalise to other situations?

Question 3

Will the skills taught during a What's the Buzz? generalise to other situations?

Answer

The efficacy of generalising new social thinking and skills into real life settings by children is truly variable.

Data collected from the teachers and parents of participants indicate that a few children incorporate the skills taught into their lives almost immediately. Parents of these children describe the experience as an instant and positive boost! They often comment that their child has seen value in practicing the new skills and this has coincided with them receiving encouraging feedback from others. These children are often surrounded by optimistic adults in their life determined to stimulate momentum. 

A larger proportion of students are keen to learn, but no immediate or obvious generalisation is apparent. Nevertheless, they, their teachers and parents, feel buoyed as an assortment of new positive social ideas and language begin to emerge.

For a few others, thinking socially and behaving socially will take longer and the experience needs to be optimistically interpreted as a 'seed planting' enterprise, as well as an opportunity for the child to feel acceptance, and friendship.

What tends to determine the conversion of new skills into useful real life dealings results from a combination of complex factors;

• the quality of direct instruction students receive
• the degree of social and emotional challenge faced by the student
• the personal desire a child has to incorporate new skills and make changes
• the confidence and success they develop along the way
• the optimism within the group
• the ongoing support of significant others in their lives such as teachers and parents

Clearly, the notion of providing a social skills programme without continuing support and encouragement in the classroom and at home has very obvious limitations. This is why each lesson includes extensive and specific notes of practical ideas for parents and educators to work with.

Question 5

Is 'What's the Buzz?' truly neuroaffirming?

Question 5

Is 'What's the Buzz?' truly neuroaffirming?

Answer

Every so often I'm asked to explain how 'What's the Buzz?' is neuroaffirming?" Mostly, it's a polite request to understand. I love responding to these! Sometimes, however, it's an emotionally charged demand from people who have never read the program, never experienced it, never been to a training, never visited the website, never witnessed its delivery, and ultimately refuse to accept any kind of explanation that does not support their preconceived idea.

Madhavi Nawana Parker and I (co-creators and co-authors) are so proud of 'What's the Buzz?' We never dreamt that 12 years later it would be backed by independent clinical research (yes, it's evidenced-based) and be embraced globally. It is now used in schools, dozens of community-based organisations, and allied health practices in about 140 countries.

The program's foundation is that all people (especially Autistic - they were top of our minds in developing this affirming technique) experience the social and emotional world differently and have the right to express their feelings and actions in their own, compassionate, way. This means we coach that it's perfect to show our emotions in ways that are authentic for one's self. We deeply understand the notion of 'masking' and 'ableism' where a person (especially an Autistic person) can be made to feel less, or vulnerable, and intimidated to not be true to themselves. At a broader level, the approach coaches neurotypical students to understand how working with authenticity has varying and valid responses for each person. It aims to reduce stereotypic judgements about the style of others and uses a common language of support.

In a nutshell, there is a social/emotional topic (sometimes a dilemma) presented to the group (if you're keen to explore the topics please use this link - www.whatsthebuzz.net.au). There's a story that goes with it too and it features our character, Archie. Archie is about 7 years in the first program for EARLY LEARNERS, then around 11 or 12 years in the PRIMARY version and about 14 years in the TEEN edition. There is always huge and interested discussion about the topic because everyone in the group has experienced it or felt it before. Sometimes we'll even role-play possible responses (especially so with our youngest groups) so everyone can see that there are 1,000's of social and emotional issues that crop up in life, and there are 1,000's of ways to work assertively, and kindly, with them, and sometimes solve them. No one prescriptive way is right. This is our focus.

The other focus is to bring kids together, and to create a special, safe, precious environment where they can joke and laugh together, learn, and have fun together because we see so many kids and young people who are isolated at school, always on the peripheral, feel not good enough and feel different for all the wrong reasons. This is a sure trigger for mental health difficulties, and this was our motivation to spend our lives developing the program and empowering kids and young people.

This year we will run 18 groups with 8 to 10 people in each group at Wayville. Most of our groups are 'What's the Buzz?' based but we also run what we call diversity groups as well. The groups are organised largely by age with the main goal that the group is developmentally close. Most in each of our groups are neurodiverse – Autistic, ADHD, trauma-based histories, anxiety and more.

Our youngest groups are 6 years of age. Our oldest groups are now in their mid-20's and have been coming continuously, of their own free will for more than 8 years.

I'll finish with 2 quick examples that demonstrate how 'What's the Buzz?' is uplifting and neuroaffirming.

Firstly, here are 5 unsolicited quotes from a group of 10-year-old boys as they finished up in their group late last year. These quotes affirm diversity, difference, acceptance and connection – the spirit if the program.

"Thanks for liking me for who I am. I didn't have to pretend to be anyone else. You guys just liked me!"

"I hate doing stuff after school. Mum made me do this. I've told her I want to come back." (teary)

"This is the first time I've ever been with a group and felt part of it. Thanks, boys, for your friendship."

"You have all been so friendly to me but not just in here – before the group starts and after too. I don't get that much.",

"Tuesday has been my best day of the week because of you. Thank you for being my friends."

Secondly, this is from a 15-year-old group. They are close and have been together for several years. A few weeks ago, someone asked, "Hey? Has anyone else here got Autism?" Plenty of hands went up and an encouraging discussion about Autism followed (by the way, where else do you get such a quality and neuroaffirming conversation?). The next moment another called out, "So does that make you a single A battery?

"What do you mean?"

"Well, Autism is a single A. I have Autism and ADHD, so I'm a AA battery."

Within a heartbeat another group member chipped in, saying, "Then, I'm a AAA because I've got Autism, ADHD and Anxiety!"

Finally, I have learnt something too late, and I apologise. You see, there is a large group of young people (yes, especially those neurodivergent thinkers) that need and thrive on the continuity of structured meetings, or getting together regularly. Without the opportunity to come along each week to connect with others, they would not be connecting.

They would be at home, probably in their bedrooms, and most certainly feeling lonely – even sad or depressed. Our program and its structure is the motivation for them to touch base with friends, face to face, and to make plans to meet through the week that otherwise would never be made.

And, if this honest and sincere explanation still leaves you sceptical, then I invite you to message or call me so you can come along to experience the magic of my 'What's the Buzz?' groups.

Question 6

Does my child need a comprehensive psychological assessment to participate in What's the Buzz?

Question 6

Does my child need a comprehensive psychological assessment to participate in What's the Buzz?

Answer

A psychological assessment can be very helpful, but it is not a requirement. The best advice is to read any report or assessment before beginning to work with students. After all, competent professionals build on the judgment and opinions of those who have assessed and worked with students previously, in any capacity. Reports, profiles and notes encourage a much deeper appreciation of the student’s and the family’s journey.

Question 7

Does this programme fix "naughty" behaviours in children?
If so, does this mean the group be filled with "children behaving badly?"

Question 7

Does this programme fix "naughty" behaviours in children?
If so, does this mean the group be filled with "children behaving badly?"

Answer

No it doesn't, and no it won't.

This programme does NOT set out to 'fix' or 'bust' the bad or anti-social behaviour of children.

What's the Buzz? allows children to progressively learn more about themselves, more about others and supports them to develop positive communication skills. With such a strong focus on the development of positive social thinking in combination with the steady support of significant others, a noticeable improvement in behaviour often occurs. Teachers and parents alike frequently say that they see a softening in behaviours, but this should be viewed as a secondary benefit of the programme.

Success really does hinge on the careful selection of children. Some may have degrees of social, emotional or behavioural challenge, but above all are likely to form a bond, likely to learn, likely to enjoy one another’s company and are likely to receive continuing support from adults in the classroom and at home.

From time to time, a child will begin the programme displaying disruptive behaviours. As you can imagine these behaviours detract from the friendly emotional tone trying to be achieved within the group. If, after trying a range of techniques (discussed in detail within the training modules) to support a child’s emotional / behavioural steadiness, and little gains are made, a wise decision may be to end the student’s participation much earlier rather than to risk jeopardizing the friendly emotional tone being developed within the group.

If this decision is made it is essential to approach the student and their parents constructively and optimistically. Always offer the student and parents the option of returning to a subsequent group.

Question 8

When is the best time of the day to run a What's the Buzz? group?

Question 8

When is the best time of the day to run a What's the Buzz? group?

Answer

We have, over the years, run groups during the school day and after school as well. To be honest, there seems little difference in the general level of readiness, flexibility and cooperation participants offer to one another based on the time of the day. A wise option may be to involve younger students earlier in the day because are likely to be more alert.

The worst time of the day to run a group is when it competes against another highly attractive activity. To illustrate this, a What's the Buzz? group may work well for some at lunchtime at school, but others will detest being deprived of their lunchtime play. Always negotiate with each participant so that you are aware of their thoughts and can find solutions with them.

Question 9

Why are 'token reinforcement systems' (or rewards) used to maintain a cooperative group spirit?

Question 9

Why are 'token reinforcement systems' (or rewards) used to maintain a cooperative group spirit?

Answer

Being skilful at capturing the pro-social behaviours of children is a core component in the delivery of What's the Buzz?

Most of the children participating in the programme display poorly developed social thinking which often result in awkward behaviours. This is of course why they attend. They still have their social thinking and emotional/behavioural learner’s plates on!

They are dependent on a facilitator who cleverly prompts, reinforces desirable actions and acknowledges when they are doing well. The design most likely to improve outcomes is when the focus is on guiding children towards desired goals in the context of them feeling connected to the people they are learning alongside.

The experts have long told us that nothing influences the behaviour of children in the direction we want to go as well as good quality feedback; catching and commenting on the valued behaviours. One particularly powerful way to do this is to develop a 'token reinforcement system'. This is where a teacher in a classroom, or group facilitator within What's the Buzz?, earmarks a set of specific behaviours required from the group - in our situation the set of specific behaviours are plainly linked to our positively framed Group Rules. Then, as students display the desired behaviours they each receive a tangible recognition in the form of a symbol or token.

Rewards may be involved, although reward alone is not what feedback is about.

In fact, students in our groups learn very quickly that regardless of how well they do individually, or as a group, there is no guarantee they will receive a reward at the end of the session. We usually let them know that a small reward is on offer for 4 out of 8 sessions, and the weeks have been predetermined. 

The research is patently clear; educators who develop the skills associated with 'social and token reinforcement systems' offer children considerable opportunities to improve intention, perseverance, motivation, awareness and achievement.

There are two fundamental skills associated with catching valued behaviours;

• The first - delivery of genuine positive verbal feedback (social reinforcement)
• The second - expertly combine the first with the delivery of a tangible reward system (token reinforcement)

Greater details, and a wide range of social and token reinforcement systems, are included in the training modules.

Question 10

How will I be updated about my child's progress?

Question 10

How will I be updated about my child's progress?

Answer

The truth is most parents look for feedback from facilitators. This is natural because facilitators have the remarkable opportunity to truly get to know each child in this unique social setting. As well, many of the parents who have a child participating in the programme struggle to manage the challenging social and emotional traits displayed by their child. A key aim of the programme is to offer emotional steadiness to parents, and offering a regular flow of information is a sound way to do this.

With this in mind, we tend to offer brief feedback to parents following each session. Often a 'wink' or a 'thumbs up' is enough! Some parents are appreciative of a brief phone update or email contact from time to time.

We also invite parents to a one hour 'Parents Only meeting' early in the programme and then again later as the programme concludes. This allows for information gathering early on, and for feedback towards the end of the programme.

Question 11

Are parents informed about worrying issues that might arise?

Question 11

Are parents informed about worrying issues that might arise?

Answer

Simply put, the answer is, "yes."

However, there are two distinct kinds of "worrying issues" and both are worth exploring.

Firstly, as the programme runs a facilitator might develop a particular concern about a participant. It may be, for example, that a student is constantly overwhelmed by anxiety, over activity or sadness. If the programme is running within a school we advise that the facilitator collects their thoughts, speaks to school leadership about their concern and then sensitively shares it with the child’s parents. Parents are always appreciative of the care, and find comfort to discover that pathways exist for their child to access professional support or identification of a difficulty; a school counsellor, a mentor at school, a school psychologist, an independent psychologist, a GP, a paediatrician, a psychiatrist, a social worker or someone linked to a local community health centre.

Secondly, a facilitator may receive information from a child that is of a very serious personal nature and/or illicit. Thankfully this is very infrequent. In this circumstance a facilitator is obliged to commit to the exact protocol required by their school system or the system they work within. Our experience demonstrates that in rare instances when a facilitator has had to responsibly share sensitive information with appropriate personnel, or make made a mandatory notification, the outcome has been helpful. The overriding motive is to deal with the issue compassionately and constructively.

Question 12

Can parents sit in and observe sessions?

Question 12

Can parents sit in and observe sessions?

Answer

Occasionally a parent will ask if they can sit in on sessions. In order to protect the confidentiality of all, parents are not invited to children's sessions. Instead, we guarantee to supply ample feedback and work together to find ways to do this.

Actually, one of the strengths arising from the sessions we run privately outside of school hours is the friendship, warm exchange of information and thoughtful support parents find in one another over coffee while we run sessions with their children. So many of our parents comment on the fact that this is an unexpected discovery!

Question 13

My child is very anxious.
How will you deal with this, and can they "pass" on certain activities?

Question 13

My child is very anxious.
How will you deal with this, and can they "pass" on certain activities?

Answer

For children dealing with highly anxious behaviours beginning What’'s the Buzz? can be a taxing time, despite the very best of intentions by a facilitator or trainer. It is imperative to recognise the signs of anxiety and to try to respond to them early before they spiral into disengagement, upset or troublesome behaviours.

Here are a few practical ideas we employ to address and reduce anxiety levels in our young students;

• We always begin by explaining to the group that because this is a new situation it's normal for each person to feel worried. We tell them that we are worried too!Normalise the feeling by giving it a name; the "worry feeling". Next we reassure them that worry is a way for each of us to cope with a new experience. It is very normal!

• Quite often we will ask if anyone feels worried. There will be a few cautious responses. Next, we ask them how they know they feel worried? This is the perfect moment to touch on the common physiological responses most feel when are scared or anxious.

Physical signs; increased heart rate, feeling too hot or cold, tight muscles, stomach ache, shaking and a really wet mouth

Emotional signs; feel frightened, get teary or going blank.

Behavioural signs; smiling or giggling at the wrong time, talking too much, not giving eye contact, hard to get along with, fidgeting, wriggling a leg and open and closing hands.

• Tell them what most new participants often worry about;

• "Will I be made to do things I don't like?" Reassure them they won't.
• "Will I be forced to talk?" Tell them they can always say, "Pass".
• "Will I have to do an activity that’s too hard?" Again, reassure them that they can always "pass".

It is vital to let participants "pass” on an activity if they feel reluctant. This is a central principle. Remember, some of us learn best through quiet observation! Sometimes a child will insist on sitting outside the social circle, but will stay in close proximity to the group. In the early stages of the programme we accept this, but make it clear to the child we would like them to be part of the circle. Try not to let this become an issue of any great consequence. Instead, work on a progressive plan to support the student’s entry into the circle over time.

• Next, pose the question, "what are you worried about?” Since you have broken the ice, you are likely to receive a response from some participants. This sort of debrief is usually enough to lower anxiety levels for most. Those who share feel unburdened, and the rest of the group feels buoyed by the fact that others are feeling just like they are!

• If you have  several participants experiencing anxiety add an 'escape' and a ‘relaxation component’ to your sessions as a means to promote positive coping capacities;

Escape component 1

Gather background information early on and plan! 

Talk to parents before the group commences. They will often alert you to the intensity of their son or daughter’s anxiousness. Find out the triggers, and settle on one or two practical strategies to circumvent them. If possible develop a few ideas together (with the student and parents) before the first session. One very sensible idea is to provide and legitimize an ‘escape exit’ for the anxious child. Distraction is often a very useful tool as it permits an anxious person to break their anxious or stressed cycle.

Escape component 2

Develop a 'safe haven'

Create a place for an anxious child to escape from the pressures of the group. Provide a quiet corner in the room where they can go, relax and withdraw from too much stimulation if necessary. This area might offer a cushion, blanket and some sensory toys. Many students need time to process what has happened, to regroup their emotions and plan; this is Restorative.

Relaxation component 1

Teach diaphragmatic breathing

Relaxation component 2

Teach progressive muscle relaxation 

All of the above, and more, are offered in detail in the Online training Modules.

Question 14

You say that the programme collects data about the children’s progress.
How is this done?
Does this really matter?

Question 14

You say that the programme collects data about the children’s progress.
How is this done?
Does this really matter?

Answer

The 'TEACHER FORM: pre-group social functioning survey', 'PARENT FORM: pre-group social functioning survey' and the 'STUDENT FORM: pre-group social functioning survey' are sent home very early in the programme. These can be returned by fax, mail, scanned and emailed back or hand delivered. The feedback from TEACHERS, PARENTS and STUDENTS collected in these initial surveys establishes a benchmark of opinion about each child's social functioning. The surveys are an efficient means to gather critical baseline data about each element of each student's social functioning.

Several months later, towards the conclusion of the programme, facilitators can collect responses from TEACHERS, PARENTS and STUDENTS again. This time they use the 'post-group social functioning survey forms'.

To assist in collating the 'pre' and 'post' information this website offers a specialised 'tracking facility' that visually compares the data collected about each child’s social functioning over time. This visual comparison helps us to understand the depth of improvement, and where future challenges remain. It is a valuable document for facilitators to speak from, and for parents to refer to at the final 'Parents Only meeting'.

As to the question, "Does collecting data matter?"

Yes it does. Increasingly in education today the drive is to measure progress so that the learning experience is transparently quantifiable. It takes the guess work out of the teaching and learning model. This must be what we strive for; it tells us to what degree we have been successful, where new challenges lie and prompts optimistic talk to plan for the child’s future.

Question 15

Can What's the Buzz? be used as a one on one intervention?

Question 15

Can What's the Buzz? be used as a one on one intervention?

Answer

What's the Buzz? was initially developed as a one to one intervention designed to explicitly teach children how to think socially and relate to others in varying social situations. Subsequently the programme targets the everyday themes - how to greet, make and keep friends, fit in, read one’s own emotions, read the feelings of others, deal  with competition and cope with worry, frustration and disappointment more constructively. Its clear and structured strategy gave children a framework to understand;

why they think and react in the way they do - how their social mind works
how social conventions work - the social thinking of others
their own feelings and the feelings of others - feelings and behaviour
what their behaviour causes others think of them - the consequences of their behaviour
the reasons why others respond to them in the way they do - what others want
how to adjust their behaviour so life is more enjoyable - social referencing

The direct method of instruction used within the programme is built on an extensive body of research believed to stimulate social thinking and accomplish powerful outcomes (Durlack et al, 2008). What’s the Buzz?is a programme typically referred to by the acronym 'SAFE';

Sequenced - it follows a logical break down of each skill
Active - it uses role-plays and rehearsal with feedback
Focused - it dedicates time solely towards teaching a specific skill
Explicit - it teaches a specific social/ emotional skill each session

However, along the way, we took it to children in small group settings and discovered what the research increasingly tells us. That is, results from social enrichment work of this kind appear all the more powerful when implemented in groups, and when teachers and parents (the most significant adults in a child’s life) are involved. On this, an expansive review of 317 Social and Emotional Learning (SEL) programs involving 324,303 students for the 'Collaborative for Academic, Social and Emotional Learning' (www.casel.org) concluded whole class training approaches, smaller group settings and individualized intervention all delivered measurable gains for students with and without social, emotional and behavioural difficulties (Payten et al, 2008). Similarly, John Hattie, in his ground-breaking research draws, "Social skills programs can make a positive difference to social outcomes"(Hattie, 2009, p.150). His evidence, based on 84 studies and 27,064 students, indicates that the most effective programs employ coaching, direct modelling, obvious feedback and focus particularly on peer relation issues.

Our trials and experience have also taught us there is great scope to use What’s the Buzz? with larger mainstream classes. Ideally, the programme is designed for each of the 16 lessons to be presented sequentially. However, room certainly exists for teachers of mainstream classes to select individual lessons or activities to strengthen sets of communication skills identified within class groups.

Finally, the 50 socially connecting games built into the programme have become popular choices for teachers of mainstream classes to build social cohesion. Beyond underpinning elements of social thinking, they have the capacity to positively switch the emotional climate of the classroom. They offer precious moments to unify, refresh, build enthusiasm and lift the spirits of a group. They can be drawn on as ice breakers and team building exercises to help build class cohesiveness at the beginning of the year, or are a sparkling remedy when the attention or the mood of the group starts to wane. As well, they are perfect to repair the emotional fallout in class following an unpleasant incident, and can be drawn on as the student later returns to class following the ugliness. So when the going gets tough, or when there seems to be one too many tough kids in the classroom, think about using one of the 50 socially connecting games built into the programme!

Question 16

Can What's the Buzz? be run anywhere, or are there ideal environments to facilitate the program?

Question 16

Can What's the Buzz? be run anywhere, or are there ideal environments to facilitate the program?

Answer

Consideration about constructing the best environment to run this programme successfully is a critical issue. After all, many of the children participating display immature social thinking and distractible behaviours despite being very well meaning. This is of course why they attend! So, positively manipulating the environment to get the best from participants is absolutely strategic, and to downplay it may be perilous.

Here are a few tips on physically arranging the group we always offer to facilitators;

• find a room that has ample space (enough for the circle of chairs to remain in position throughout the session, and additional space to move about to play the social games- a few of the games require plenty of floor space. Some of our facilitators are lucky enough to have situations where they are able to use a small comfortable room for the more formal group work and a nearby room to break out into for role plays and games. This is perfect!
• see what you can do to reduce noise and visual distractions from outside of the room
• arrange the circle of chairs prior to the group entering the room. The act of placing students on seats gives each of them the security of knowing where they physically belong within the group.
• a circle formation provides an optimal forum where everyone can see, hear and participate; there is also some anecdotal evidence suggesting heightened group steadiness, compared to having children sit on the floor. Over time work out which students it is best to keep near you, or keep together
• prior to students entering the room place their business card holder/ plastic container which hold participant’s feedback cards throughout the session under each of their chairs
• place the lesson outline and ‘Group Rules’ on a white board, or similar
• ensure all materials required for the lesson are prepared and handy

Whatever organising arrangements you feel are necessary for your group, bear in mind that children always feel more settled walking into an environment that is prepared and arranged in the same way every time. This engenders a steadiness that inspires a positive difference for the cohort of children we work with. This likely means that you will need 10 to 15 minutes of preparation time before your session begins with students.

Question 17

Is it wise for siblings to be part of the same group?

Question 17

Is it wise for siblings to be part of the same group?

Answer

Obviously, there is no hard and fast rule about this.

For some the chance of being in a group with a brother or sister is of comfort and supports learning and growth, yet for others it is likely to be downright irritating and disastrous.

Perhaps the best way to decide whether siblings should participate in a group together is to reflect on the primary goal of the programme –

"What’s the Buzz? is a social skills enrichment programme designed to explicitly teach children how to think and relate socially. It is for children, who for all manner of reasons, struggle to make friends and 'fit in' socially. Each of the 16 lessons is lively and highly engaging, incorporating a role-play and play-based approach that targets everyday themes children face. Themes such as; how to greet, make and keep friends, read one’s own emotions, read the feelings of others, deal  with competition and cope with worry, frustration and disappointment more constructively. The programme provides a forum for children to feel accepted, create friendship and experience how to nurture it."

Authors, Mark Le Messurier and Madhavi Nawana Parker

In short, if the relationship between siblings is likely to enable the primary goal of the programme to be achieved for each of them, then why not give them a try together?

Question 18

Is it necessary for facilitators to stay in touch with teachers and other professionals during the course of What's the Buzz?

Question 18

Is it necessary for facilitators to stay in touch with teachers and other professionals during the course of What's the Buzz?

Answer

When working with a small What's the Buzz? group, either within or outside of the school setting, we have found teachers and other professionals like to know what is happening. With this in mind we initially send them;

• A friendly introductory note
• TEACHER FORM: PRE-GROUP social functioning survey                      

At the end of each session we often provide lesson notes to teachers (and for interested allied professionals) so they understand what participants are experiencing. Some teachers are keen to have these and follow up at school in various ways. Mostly, teachers and allied professionals do not contact us, but know from the introductory letter they are most welcome to.

Then towards the end of the programme we send the participant’s teacher a 'TEACHER FORM: POST-GROUP social functioning survey' form. Once this is received the 'pre' and 'post' data about each area of the student’s social functioning is visually compared using a specialised facility on this website. This visual comparison helps us to understand the depth of improvement, and where future challenges remain.

Question 19

Will my school pay for my child’s involvement in What's the Buzz?

Question 19

Will my school pay for my child’s involvement in What's the Buzz?

Answer

Some schools are beginning to run a What's the Buzz? programme for students without charge, or for a minimal cost. In the context of a school paying for sessions that run privately within or outside of the school, this is beginning to happen. Schools, and school systems, are increasingly recognising the significance of student wellbeing, and enabling children to explicitly learn how to think, constructively problem solve and relate socially has gained tangible significance. Educators now understand that a student’s capacity to think optimistically, and feel accepted by friends, has a major impact on their achievement and how long they will stay connected to learning and school.

Our advice - it is always worth approaching a teacher, special education coordinator, school counsellor, principal or a wellbeing coordinator at regional level to seek funding to enrol a child in a reputable What's the Buzz? programme.

Question 20

What do I say to my child (or client) about attending What's the Buzz?

Question 20

What do I say to my child (or client) about attending What's the Buzz?

Answer

Experience has shown us that wise parents handle this in one of two ways. As a parent you will instinctively know which way is best.

One way is to keep it low key, and simply call What's the Buzz?a friendship group. A group where children their own age meet to have fun, play games and learn about getting along with others. Always tell children well in advance rather than springing it on them!

Another way is to be more direct and actually explain that What's the Buzz? is a social skill programme. Explain that it will help the way they think, the way they solve problems and the way they build friendships. For some, this information is like a breath of fresh air as it is a chance to find solutions to natural difficulties.

Some parents show their child this website and pick out the topics of interest, or those that need some polishing;

First term
Lesson 1: meeting people and exiting
Lesson 2: getting attention
Lesson 3: following instructions
Lesson 4: being friendly
Lesson 5: competition, winning and losing
Lesson 6: identifying feelings
Lesson 7: feelings and the warning signs
Lesson 8: feelings and thinking positively

Second term
Lesson 9: feelings and ideas to create wellbeing
Lesson 10: empathy, responding to others
Lesson 11: handling worry
Lesson 12: dealing with disappointment
Lesson 13: responding to bullying behaviours
Lesson 14: the connecting art of conversation
Lesson 15: learning to 'fit in'
Lesson 16: giving and receiving compliments

No one knows your child as well as you, so in the end it is best that you decide on the approach that feels right. What can make a difference is that you position your child so they begin the programme with an investment in learning and transferring that learning into real life.