Project Evaluation
Participant Feedback
In addition to collecting data on the effectiveness of the program, participants' (including school personnel, parents, and students) opinions and feelings about the program were collected through interviews.
I appreciate that JCKAK's training content is designed to target the characteristics of the students. For example, students with ADHD are often anxious and impulsive without caring about the consequences, and when they are able to apply the steps and skills of the "Stop-Think-Choose-Do" to their daily lives, we are glad to see that they are able to learn how to control their impulsive behaviors step by step.
I didn't realize that the memory process can be divided into different steps with have different support strategies. I can provide more specific guidance to students to improve their use of memory.
I think the teaching of the "Impression System" is the most helpful to students with ADHD because they usually act impulsively without thinking about others and the consequences. When taught, the "Impression System" will help them to understand there are consequences of their words and behaviors and will affect the way others perceive them. Hence, they will learn to think twice before they speak or act.
The students' ability to self-monitor has improved greatly. Students will actively analyze problems and try to modify strategies to help them achieve their goals.
I appreciate that the training groups can be introduced in the form of interesting games, and coaches are able to provide immediate guidance to students on how to regulate their emotions and express them appropriately.
Students were more diligent in copying the handbook and their school bags were tidier than before.
Thanks to the coach for her care and advice to the students. I appreciate that after the coach has taught the use of the "Volcano Adventure Record Sheet" (「火山歷險紀錄表」), students were able to explain to teachers about their emotional experiences and reasons for the emergence of emotions, and so that teachers will know how to remind the students in the future.
There was a significant improvement in students' awareness towards "time management".
Comments from Parents
I appreciate the design of the group curriculum. For example, in the "Win-Win Strategy", the concept of "If you are OK, I'll be OK" is very practical, which enables students to understand that they have to consider other people's needs and feelings when they do things. Also, through the step-by-step approach, students learn how to resolve their differences and reach a consensus with other people.
It turns out that tiredness and hunger can affect a child's ability to concentrate. Now I know how to satisfy my daughter's physical needs before she studies or does her homework.
I noticed that my child has made progress in socialization, paying more attention to others' needs and reactions than before and trying to accommodate them. I also use the "Impression system" when I remind my child, such as: "What you are doing now will give people a bad impression!", instead of just saying what he is doing is not good enough. When my child listens to this reminder, it is easy for him to understand and follow.
My daughter has developed a habit of writing notes, and sometimes she draws pictures as well. It turns out that drawing pictures can help with her memory.
I have seen great improvement in my daughter's emotional control. I also noticed that she smiles more and learned how to express her dissatisfaction appropriately. I appreciate the coach's teaching, which helped me to understand my daughter's positive and negative emotions as well as how to deal with them.
As I learnt about the steps involved in "organization of materials", I was able to identify the steps in organizing that my child was having difficulty with. I have the confident to work together with my child to improve organization of belongings.
I would like to thank the coach in explaining the brain science on emotions to me so that I now understand that both my son and I need to calm down first before we can have a rational discussion.
My daughter not only learns to use a timer to remind herself of the time limit set for doing homework and rests, she even takes the initiative to suggest better ways to set the timer. For example, if her daughter thinks she needs to finish her homework in 10 minutes, she will set up two 5-minute alarm sessions to remind herself.
Comments from Students
The training group made me realized how important it is to make a good impression in social situations because a good impression will make others welcome you.
I am starting to beware of my sensory arousal status and notice if I am distracted.
There are always more solutions than problems and I'll encourage myself to persist by coming up with more solutions. Perseverance is the key to success.
I think he "pause button" is the most helpful because it reminds me to stay calm when I am in a hurry. For example, if I want to play a video game while I am doing homework, I will stop acting impulsive when I see the "pause button".
I like to create my own "Mood Regulation Cards" during group training, and to stop myself from getting emotional in my own ways.
The group training helped me to understand the importance of "organization of materials". From now on, I will pack my school bag and tidy up my desk on a regular basis. Also, other than categorizing and sorting items in my school bag, I will also make good use of different storage tools such as folders.
Using the "Volcano Adventure Record Sheet" (「火山歷險紀錄表」) helped me to understand my emotional changes. Also, I would like to thank my coach for willing to listen to my feelings.
I've learned that we must estimate time before working and to "review" at how much time I had actually used.