Evidence Based
In addition to actively engaging with a number of Australian Universities, including The University of Melbourne and Monash University to evaluate and improve the results of our programs, our approach and the strategies are informed by the following therapeutic frameworks:
Cognitive Behavioural Therapy
Identifying the causal relationships between emotions, thoughts and behaviours and how to manage each of these.
Mindfulness Therapy
Developing awareness, acceptance and action in of events and behaviours.
Trauma Informed Practice
Repairing regulatory abilities: sensory integration, sensory processing, executive functioning and sense of agency.
Individual Psychology
Positive reinforcement, collaborative problem solving, empathy, choices & natural consequences
All the games, drills and exercises practiced in the MAT Program are directly linked with one or more of the theories mentioned above providing the benefits of these therapeutic frameworks in an active and fun modality. An EXAMPLE of this integration can be seen below:
NAME OF THE ACTIVITY: SAMURAI PATROL
Execution: Group activity. Instructor explains what a samurai is and how they used to patrol castles in groups and had to be very attentive to the instructions given to them. Instructor chooses several directions (room sides) and gives them names (i.e. castle, ocean, forest, etc.) and when saying those names students must move towards that direction (fast pace but not running or crashing into each other, it is a team exercise not a race).
LINK TO LIFE SKILLS:
Knowing that it is important to rely on others as well as being able to stand on our own.
Practicing responding to change and making decisions under pressure.
Provides opportunities for students to move from one state –excited (moving fast) to calm and focused (standing still) and to discuss with students about these feelings and where they are experienced in the body.
Research shows that when children/ young people have their bodies and sensory systems engaged through high levels of physical activity that leads to lower level activity they are able to focus for longer periods and therefore able to take in new information
LINK TO EVIDENCE BASED THEORIES:
Trauma Theory
Repairing regulatory abilities:
- Manage and alternate level of arousal according to the demands of the activity (Strydom n.d.).
- Returning to a comfortable physiological and emotional state following arousal (Wolpow et al. 2009 as cited in Brunzell et al. 2016, p. 66).
Attachment Theory
Establishing positive relational interactions between peers. Strong relational interactions “serve as co-regulatory factors e.g. regulating the stress response systems and healthy neuroendocrine and neurophysiological states” (Brunzell et al. 2016, p.72).
LINKED TO AUSTRALIAN CURRICULUM
In addition to this, all the activities performed during the program are directly linked to the criteria of the Personal and Social Capabilities Curriculum including:
SELF AWARENESS
Recognise emotions
Recognise personal qualities and achievements
Understand themselves as learners
Develop reflective practice
SELF MANAGEMENT
Express emotions appropriately
Develop self-discipline and set goals
Work independently and show initiative
Become confident, resilience and adaptable
SOCIAL AWARENESS
Appreciate diverse perspectives
Contribute to civil society
Understand relationships
SOCIAL MANAGEMENT
Communicate effectively
Work collaboratively
Make decisions under pressure
Negotiate and resolve conflict
Develop leadership skills
DELIVERING RESULTS
The Table below was produced by the Statistical Consulting Centre of The University of Melbourne while independently reviewing our results of the past 7 years:
Monash University Masters on Occupation Therapy have assisted TESSA Inc. in the development of questionnaires for students in order to better capture the impact of the program in key curriculum areas.
The Top 5 areas where the MAT Program had stronger impact for students as requested by schools and agencies (SEE QUESTION A ABOVE - MET THE OBJECTIVES) in 2024 were:
(a) Helping young people to be able to recognise their emotions and express them appropriately
(b) Supporting them in becoming confident, resilient and adaptable
(c) Developing pathways for understanding relationships
(d) Showing positive ways in which to recognise personal qualities and achievements
(e) Becoming disciplined and capable of setting goals
But the the best part is the TESTIMONIALS of the schools and young people who benefit from the program!
“This program has helped students develop the their resilience and strength, physically and mentally. The amount of negative talk decreased and students gave everything a go, encouraging each other throughout. ”
“Be Strong. Be Kind. Be Calm. Try Hard. Is the mantra of the young people who have been learning in the MAT program.
It’s a jam packed 13 weeks of fun!
”In MAT I have learned to relieve my stress by using the techniques for breathing” TS
”I have learned how to stand up and talk in front of a group of people- built my confidence” JF
”I have learned to focus on what I have succeeded in and not what I have failed in. And to be proud of the progress you have gone through to get there”.
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“It has helped our students understand emotional regulation and how that ties into real life. They have had the chance to practice this which is usually a difficult exercise to have them engage with.”
“The Life Skills Program has gotten students started on the social skills that will help them inside and outside of school.”
“The Life Skills program enables students to reflect on their behaviour and look at positive ways in which they can make changes. It helps students with self-confidence and gives them the encouragement to engage with teachers and persist in getting the help they need.
The belief the program gives them in themselves helps their resilience and challenges any entrenched negative attitudes to education.”
“We were really impressed in the program. It had a positive effect on our students in different ways. Some took on the self-regulation skills, others we saw a rise in confidence. But mostly we saw students supporting each other in ways they wouldn’t have in the past.”
“The students thoroughly enjoyed the program. It helped them to recognise their feelings and ways to deal with these. They learnt to control their emotions more positively and how to apply these strategies in everyday situations. We would definitely recommend this program to other schools.”
“The program has helped our son control his reaction to situations and persons. He has been able to walk away and use the skills learnt to remain calm rather than react and find himself in trouble. We definitely would recommend the program to other people and schools.”