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Dear teachers, support staff and home-based carers,
Your ECE centre should have receive your Worry Bug books at the end of November for distribution to all four and five year olds, and use within your ECE centre. The books are a paired resource, drawing on the attachment relationships between early childhood teachers, children and caregivers to address mild to moderate anxiety. The Worry Bug Project was initially designed for Canterbury’s children to address the anxieties created and perpetuated by the earthquakes. Preliminary results from research by Massey University on the Worry Bug resource, is showing a positive impact on children’s behaviour. It is also clear that families continue to be affected by the earthquakes and their consequent stressors in Marlborough. These factors led to the New Zealand Red Cross funding the project to increase its scope into Early Childhood Education in Marlborough. How to use the resource Wishes and Worries is the teacher resource and links to Te Whaariki, while Maia & the Worry Bug is a gift for all four and five year olds to take home and share with their families. The books each comprise of a story to be read together, (one for ECE and one for home) and then exercises that will help to address anxiety. We expect that teachers/families will use their understanding of the children they support to adapt the activities as necessary. The activities are designed to be used alone or in sequence, and to be used again and again. Warmest regards Sarina Dickson and Julie Burgess-Manning |
Introduction to The Worry Bug Project
Useful links
Family Anxiety Assessment Tool Buy more copies of the books Reviews of the books Information about Maia & the Worry Bug for parents More information about Wishes & Worries Home and School Scaffolding Evidence Literature Review Information about Sarina Dickson & Julie Burgess-Manning Contact Us The Worry Bug Facebook page 
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Nearly 60 000 copies of The Worry Bug Project books have been distributed to homes, ECEs and schools in New Zealand since 2015. During that time researchers from the Education and Psychology Departments of Massey University have been researching their efficacy.
Research from the Worry Bug Project (via Massey University) and the All Right? Parenting evaluation shows that most teachers and parents found these resources useful and effective. Results trend towards increases in prosocial behaviour (measured by the Strengths Difficulties Questionnaire SDQ), in both classrooms and at home. |
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Reflective practice by teachers and staff groups should be encouraged to embed the ideas and to support teachers to manage children bringing their emotional struggles to teachers. The language introduced should be used across the school by teachers and children, with parents, using instances of difficulty that arise daily to practice the ideas presented.
Of course teachers, caregivers and parents know their children best and so are encouraged to adapt the activities and stories to best reflect their own needs, abilities and communities. |
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Wishes & Worries Te Whaariki Curriculum Links
STRAND 1 WELL-BEING/MANA ATUA The health and well-being of the child are protected and nurtured. This strand is based on the principle of Empowerment. Goal 2 Children experience an environment where their emotional well-being is nurtured. Children develop an ability to identify their own emotional responses and those of others Goal 3 Children experience an environment where they are kept safe from harm. Children develop: ability and confidence to express their fears openly : trust that their fears will be taken seriously : a sense of responsibility for their own well-being and that of others |
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STRAND 2 – BELONGING/MANA WHENUA
Children and their families feel a sense of belonging.
This strand is based particularly on the principles of Family and Community and of Relationships
Goal 1 Children and their families experience an environment where connecting links with the family and the wider world are affirmed and extended.
Children develop connecting links between the early childhood education setting and other settings that relate to the child, such as home, school, or parent’s workplaces
Goal 2 Children and their families experience an environment where they know that they have a place.
Children develop the confidence and ability to express their ideas and to assist others
STRAND 3 – CONTRIBUTION/MANA TANGATA
Opportunities for learning are equitable and each child’s contribution is valued.
This strand builds especially on the principles of Empowerment and Relationships.
Goal 2 Children experience an environment where they are affirmed as individuals.
Children develop a sense of “who they are”, their place in the wider world of relationships, and the ways in which these are valued
Goal 3 Children experience an environment where they are encouraged to learn with and alongside others.
Children develop an increasing ability to take another’s point of view and to empathise with others
STRAND 4 – COMMUNICATION/MANA REO
The languages and symbols of their own and other cultures are promoted and protected.
This strand is grounded particularly in the principle of Empowerment.
Goal 2 Children experience an environment where they develop verbal communication skills for a range of purposes.
Children develop: language skills in real, play and problem-solving contexts as well as in more structured language contexts, for example, through books
:language skills for increasingly complex purposes, such as stating and asking others
about intentions; expressing feelings and attitudes and asking others about feelings and attitudes etc
Goal 3 Children experience an environment where they experience the stories and symbols of their own and other cultures.
Children develop familiarity with print and its uses by exploring and observing the use of print in activities that have meaning and purpose for children.
Children and their families feel a sense of belonging.
This strand is based particularly on the principles of Family and Community and of Relationships
Goal 1 Children and their families experience an environment where connecting links with the family and the wider world are affirmed and extended.
Children develop connecting links between the early childhood education setting and other settings that relate to the child, such as home, school, or parent’s workplaces
Goal 2 Children and their families experience an environment where they know that they have a place.
Children develop the confidence and ability to express their ideas and to assist others
STRAND 3 – CONTRIBUTION/MANA TANGATA
Opportunities for learning are equitable and each child’s contribution is valued.
This strand builds especially on the principles of Empowerment and Relationships.
Goal 2 Children experience an environment where they are affirmed as individuals.
Children develop a sense of “who they are”, their place in the wider world of relationships, and the ways in which these are valued
Goal 3 Children experience an environment where they are encouraged to learn with and alongside others.
Children develop an increasing ability to take another’s point of view and to empathise with others
STRAND 4 – COMMUNICATION/MANA REO
The languages and symbols of their own and other cultures are promoted and protected.
This strand is grounded particularly in the principle of Empowerment.
Goal 2 Children experience an environment where they develop verbal communication skills for a range of purposes.
Children develop: language skills in real, play and problem-solving contexts as well as in more structured language contexts, for example, through books
:language skills for increasingly complex purposes, such as stating and asking others
about intentions; expressing feelings and attitudes and asking others about feelings and attitudes etc
Goal 3 Children experience an environment where they experience the stories and symbols of their own and other cultures.
Children develop familiarity with print and its uses by exploring and observing the use of print in activities that have meaning and purpose for children.
STRAND 5 – EXPLORATION/MANA AOTUROA
The child learns through active exploration of the environment
This strand is founded particularly in the principles of Holistic Development and Empowerment.
Goal 1 Children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised.
Children develop the attitude that not knowing and being uncertain are part of the process of being a good learner
Goal 3 Children experience an environment where they learn strategies for active exploration, thinking, and reasoning.
Children develop confidence in using a variety of strategies for exploring and making sense of the world, such as in setting and solving problems, looking for patterns, classifying things for a purpose, guessing, using trial and error, thinking logically and making comparisons, asking questions, explaining to others, listening to others, participating in reflective discussion, planning, observing, and listening to stories.
The child learns through active exploration of the environment
This strand is founded particularly in the principles of Holistic Development and Empowerment.
Goal 1 Children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised.
Children develop the attitude that not knowing and being uncertain are part of the process of being a good learner
Goal 3 Children experience an environment where they learn strategies for active exploration, thinking, and reasoning.
Children develop confidence in using a variety of strategies for exploring and making sense of the world, such as in setting and solving problems, looking for patterns, classifying things for a purpose, guessing, using trial and error, thinking logically and making comparisons, asking questions, explaining to others, listening to others, participating in reflective discussion, planning, observing, and listening to stories.
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STRAND 5 – EXPLORATION/MANA AOTUROA
The child learns through active exploration of the environment This strand is founded particularly in the principles of Holistic Development and Empowerment. Goal 1 Children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised. Children develop the attitude that not knowing and being uncertain are part of the process of being a good learner Goal 3 Children experience an environment where they learn strategies for active exploration, thinking, and reasoning. Children develop confidence in using a variety of strategies for exploring and making sense of the world, such as in setting and solving problems, looking for patterns, classifying things for a purpose, guessing, using trial and error, thinking logically and making comparisons, asking questions, explaining to others, listening to others, participating in reflective discussion, planning, observing, and listening to stories. |
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Te Whāriki is the New Zealand Ministry of Education's early childhood curriculum policy statement. It is a framework for providing tamariki (children's) early learning and development within a sociocultural context. It emphasises the learning partnership between kaiako (teachers), parents, and whānau/families. Kaiako (teachers) weave an holistic curriculum in response to tamariki (children's) learning and development in the early childhood setting and the wider context of the child's world.
The Worry Bug Project has been providing book-based resources for ECE, schools and homes since 2015. During that time we've also produced some videos to support schools, families and communities in times of change and stress. We hope you share these videos with you staff and families and that they are of value to you and your community. It may be that you, or someone close to you is still finding life since the earthquakes really difficult and you may wish to access help for yourself or someone you care about. Below is a list of relevant support agencies in the Marlborough District.
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Children, parents and teachers share how they support good mental health in their families and classes, and the lessons they've taken about managing anxiety through the the last 5 years in Canterbury.
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This first film in the series of three is directed at families or professionals working with families, and looks at psychological ways to manage the two main types of anxiety responses that have shown up in post-disaster populations.
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The second film looks at using spiritual and self-care techniques as part of your everyday life in order to promote mental health. Julie Burgess-Manning interviews Neave Ross-Wallace.
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The third film examines how community on a wider scale can affect mental health post-disaster. Julie Burgess-Manning interviews Sue Turner, Manager All Right? Social Marketing Wellbeing Campaign, Otautahi.
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SUPPORT AGENCIES MARLBOROUGH
Everyone need support sometimes, especially when it comes to parenting. We can often feel like every other parent has a handle on this child rearing lark while we flounder about hopelessly. All parents want the best for their children, and all parents worry that they're getting it wrong. In times of extreme trauma or stress it can feel like an impossible task just to get meals on the table, let alone be emotionally available. Below are list of agencies that can offer you support if you need it. Please be in touch if you'd like your agency included.
Anxiety New Zealand Trust
For the specialist assessment, management and treatment of anxiety, phobic and obsessive compulsive disorders. Providing education around these disorders and providing research into the cause and management. We also provide Family support groups, community education and workshops.
Phone: 0800 269 4389
Email: clinic@anxiety.org.nz
Website: www.anxiety.org.nz
CARE Marlborough
Open to those who have had, or are having involvement with a mental health service. They offer an informal, comfortable and warm environment that provides opportunities for recreation, socialisation and a meeting place to share common experiences. They embrace and promote the principles of recovery and work from a strengths model. Open daily from 9am – 3pm.
Phone: 03 578 0302
Email: caremarlb@xtra.co.nz
Compass Peer Support and Advocacy Service (Health Action Trust)
Community Mental Health peer advocacy and support service aiming to empower tangata whai ora/mental health service users/caregivers to receive the best possible service in a culture of respect and recovery, by ensuring their voice is heard and their rights upheld.
Phone: 0800 212798
Email: compass@healthaction.org.nz
Website: www.healthaction.org.nz/index.php/what-we-do/compass
Mental Health Consumer Advocacy Service
Offering peer-led advocacy and support to tangata whaiora/mental health services users within the Marlborough community. We walk with you, giving the support and information needed to ensure your voice is heard, and you are able to understand all aspects that relate to your recovery.
Phone: 03 579 5304
Email: mhconsumeradvocacy.co.nz
Website: www.mentalhealthadvocacy.org.nz/
Supporting Families MarlboroughSupporting Families Marlborough provides holistic, family-centred, strength-based services for families on the journey to mental wellbeing. They offer free mental health and addiction support to family / whānau supporting a loved one. Our service provides education, information, advocacy, face to face / telephone support, a website, as well as supporting workforce development.
Phone: 035775491
Email: sfmarlb@xtra.co.nz
Website: www.supportingfamilies.org.nz
Barnardos – Marlborough
Social work support for children, young people, and their families through our LEAP Service offering real solutions to real problems. Programmes covering parent education, including Quality Connections, Parent in Charge, Incredible Years and Ministry of Justice Parenting Through Separation.
Phone: 0800 227 627
Email: blenheim.office@barnardos.org.nz
Website: http://www.barnardos.org.nz/Bread of Life Community Social Work, Advocacy, Counselling services, Earthquake support, Self Esteem Courses, Crafting, Low cost linen shop, 8 OSCAR approved Programmes, Depression Support Group, Cafe & Craft Shop.
Phone: 03 578 1355
Email: oscars@breadoflife.org.nz
Website: http://breadoflife.org.nz
C.A.M.H.S. (Child & Adolescent Mental Health Service)Providing specialist assessment and treatment services for children and youth with serious mental health needs e.g. Attention Deficit Hyperactivity Disorder, Depression, Anxiety.
Phone: 03 520 9905
Email: fiona.york@nmhs.govt.nz
Website: www.mhaids.health.nz/our-services/child-and-adolescent-mental-health-services/
Maataa Waka Ki Te Tau Ihu Trust
A Kaupapa Maori Social Service provider for whanau living in Marlborough. We support whanau to realise their strengths and reach their potential through providing services based on Kaupapa Maori values and principles.
Phone: 03 577 9256
Email: gail@maataawaka.co.nz
Website: http://www.maataawaka.co.nz/
1737, Need to Talk?
We’re here. Free call or text 1737 any time, 24 hours a day. You’ll get to talk to (or text with) a trained counsellor. Our service is completely free.
Email: feedback@nationaltelehealthservice.co.nz
Website: www.1737.org.nz
Everyone need support sometimes, especially when it comes to parenting. We can often feel like every other parent has a handle on this child rearing lark while we flounder about hopelessly. All parents want the best for their children, and all parents worry that they're getting it wrong. In times of extreme trauma or stress it can feel like an impossible task just to get meals on the table, let alone be emotionally available. Below are list of agencies that can offer you support if you need it. Please be in touch if you'd like your agency included.
Anxiety New Zealand Trust
For the specialist assessment, management and treatment of anxiety, phobic and obsessive compulsive disorders. Providing education around these disorders and providing research into the cause and management. We also provide Family support groups, community education and workshops.
Phone: 0800 269 4389
Email: clinic@anxiety.org.nz
Website: www.anxiety.org.nz
CARE Marlborough
Open to those who have had, or are having involvement with a mental health service. They offer an informal, comfortable and warm environment that provides opportunities for recreation, socialisation and a meeting place to share common experiences. They embrace and promote the principles of recovery and work from a strengths model. Open daily from 9am – 3pm.
Phone: 03 578 0302
Email: caremarlb@xtra.co.nz
Compass Peer Support and Advocacy Service (Health Action Trust)
Community Mental Health peer advocacy and support service aiming to empower tangata whai ora/mental health service users/caregivers to receive the best possible service in a culture of respect and recovery, by ensuring their voice is heard and their rights upheld.
Phone: 0800 212798
Email: compass@healthaction.org.nz
Website: www.healthaction.org.nz/index.php/what-we-do/compass
Mental Health Consumer Advocacy Service
Offering peer-led advocacy and support to tangata whaiora/mental health services users within the Marlborough community. We walk with you, giving the support and information needed to ensure your voice is heard, and you are able to understand all aspects that relate to your recovery.
Phone: 03 579 5304
Email: mhconsumeradvocacy.co.nz
Website: www.mentalhealthadvocacy.org.nz/
Supporting Families MarlboroughSupporting Families Marlborough provides holistic, family-centred, strength-based services for families on the journey to mental wellbeing. They offer free mental health and addiction support to family / whānau supporting a loved one. Our service provides education, information, advocacy, face to face / telephone support, a website, as well as supporting workforce development.
Phone: 035775491
Email: sfmarlb@xtra.co.nz
Website: www.supportingfamilies.org.nz
Barnardos – Marlborough
Social work support for children, young people, and their families through our LEAP Service offering real solutions to real problems. Programmes covering parent education, including Quality Connections, Parent in Charge, Incredible Years and Ministry of Justice Parenting Through Separation.
Phone: 0800 227 627
Email: blenheim.office@barnardos.org.nz
Website: http://www.barnardos.org.nz/Bread of Life Community Social Work, Advocacy, Counselling services, Earthquake support, Self Esteem Courses, Crafting, Low cost linen shop, 8 OSCAR approved Programmes, Depression Support Group, Cafe & Craft Shop.
Phone: 03 578 1355
Email: oscars@breadoflife.org.nz
Website: http://breadoflife.org.nz
C.A.M.H.S. (Child & Adolescent Mental Health Service)Providing specialist assessment and treatment services for children and youth with serious mental health needs e.g. Attention Deficit Hyperactivity Disorder, Depression, Anxiety.
Phone: 03 520 9905
Email: fiona.york@nmhs.govt.nz
Website: www.mhaids.health.nz/our-services/child-and-adolescent-mental-health-services/
Maataa Waka Ki Te Tau Ihu Trust
A Kaupapa Maori Social Service provider for whanau living in Marlborough. We support whanau to realise their strengths and reach their potential through providing services based on Kaupapa Maori values and principles.
Phone: 03 577 9256
Email: gail@maataawaka.co.nz
Website: http://www.maataawaka.co.nz/
1737, Need to Talk?
We’re here. Free call or text 1737 any time, 24 hours a day. You’ll get to talk to (or text with) a trained counsellor. Our service is completely free.
- Are you feeling anxious or just need someone to talk to?
- Are you feeling down or a bit overwhelmed?
- Do you know someone who is feeling out-of-sorts or depressed? Let them know they can call or text 1737
Email: feedback@nationaltelehealthservice.co.nz
Website: www.1737.org.nz
Research Collaboration Opportunity For Marlborough Schools and Families
We need you to be a collaborator with us, Massey University, New Zealand Red Cross on the The Worry Bug Project.
Since 2015 Massey University, under the leadership of Benita Stiles-Smith, has been conducting research on The Worry Bug Project. Over this time the researchers have been looking at the efficacy of the project, best practice for uptake of community resources and the use of the Strengths and Difficulties Questionnaire tool for classroom assessment.
This is a way for you to contribute to disaster recovery research. With the many natural disasters that are occurring in New Zealand and globally, this research may inform how agencies and the government work with families and schools in future situations.
Schools, Early Childhood Education centres and families will be given the opportunity to opt-in to participating in the research in 2019. Please consider participating and look out for more information about being a part of it.
We need you to be a collaborator with us, Massey University, New Zealand Red Cross on the The Worry Bug Project.
Since 2015 Massey University, under the leadership of Benita Stiles-Smith, has been conducting research on The Worry Bug Project. Over this time the researchers have been looking at the efficacy of the project, best practice for uptake of community resources and the use of the Strengths and Difficulties Questionnaire tool for classroom assessment.
This is a way for you to contribute to disaster recovery research. With the many natural disasters that are occurring in New Zealand and globally, this research may inform how agencies and the government work with families and schools in future situations.
Schools, Early Childhood Education centres and families will be given the opportunity to opt-in to participating in the research in 2019. Please consider participating and look out for more information about being a part of it.
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