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Dear Teachers, Principals and Parents
Although anxiety does not necessarily impact a child’s academic abilities, it can affect their ability to learn. The Worry Bug series helps children to identify their feelings of anxiety, how anxiety affects their behaviour and learning, and to recognise the effects in their peers and family members. The activities in this book are designed as an introduction to the activities in Maia & the Worry Bug. While designing this resource we had children between five and nine in mind. They are able to think logically about concrete events and objects that are in front of them, but have a harder time thinking in abstract ways when they cannot relate their thoughts to the concrete situation. The strategies offered in the activities support the child to visibly sees the free floating worry get written down on a piece of paper and then see this piece of paper transferred to a caretaker who will look after it. Home Use Wishes and Worries is an easy read aloud story that has applications for use in the classroom and at home. An excellent starting point to chat with children about worries with practical solutions for how to manage them. The lesson plans in the back can be easily adapted for use at home to extend the story. Classroom Use The activities are short and are designed to stand alone, or completed altogether in one or two afternoon sessions using simple resources. You may choose to begin the activities and then use a period of observation before continuing. When the children have identified useful strategies, including the ones suggested in the story you may wish to use them within your daily classroom reflections. You will be able to extend the activities and make further curriculum links. Be mindful that some children may need a quick come down activity before they move onto the next curriculum area. You will be able to identify the children that will benefit from more of your support to access these strategies to manage their anxiety and any negative behaviour arising from it. As you work through the story and activities it might be necessary to refer a child and their family for further support. ECE Use After receiving significant feedback from ECE teachers who had used the books with four year olds we sought and were awarded funding to distribute the books to four year olds' families and ECE providers in Canterbury and more recently Kaikoura and Hurunui. Links for Te Whariki (the NZ ECE curriculum) are available here. Warmest regards, Sarina Dickson and Julie Burgess-Manning |
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Wishes & Worries Written by Sarina Dickson, illustrated by Jenny Cooper
He kanehe, he manatunatu Written by Sarina Dickson, translated by Kaharau Keogh, illustrated by Jenny Cooper Dan is always listening for the sounds of danger. He is listening so hard that sometimes he doesn’t hear the people around him. His Mum and his teacher wish he would pay attention! If only they knew how hard Dan was trying and how much he wished his worries would vanish. Wishes and Worries is an easy read aloud story that has applications for use in the classroom and at home. An excellent starting point to chat with children about worries with practical solutions for how to manage them. The lesson plans in the back can be easily adapted for use at home to extend the story. This book is designed for 4-8 year olds to be read aloud in the classroom, and then used in conjunction with the exercises included to address mild to moderate anxiety in children. The exercises, aligned with the National Curriculum, will help children identify their worries, find ways to talk about them, and provide strategies for managing them. Wishes and Worries has also been enjoyed at home for children that have general worries. This is part one of a two part resource. Part two is a home-based book consisting of another story and exercises for the child's family to work through. The whole resource is founded on principles of cognitive behavioural and narrative therapy and uses home-school scaffolding to support change. |
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The Worry Bug Project was initially designed for Canterbury’s primary aged 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 Canterbury. These factors led to the New Zealand Red Cross funding the project to increase its scope into Early Childhood Education. How to use the resource Wishes and Worries is the teacher resource and links to Te Whaariki are below, while Maia & the Worry Bug is a gift for all 4 year olds to take home and share with their families. You will also have received 1 copy of each book in Te Reo Maori for your library or if you are a Maori immersion pre-school, you will have received the correspondingly appropriate resources. |
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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 - repetition is key to success.
Further information
Although you will have provided numbers to us in order for us to supply the correct number of books, should your order be incorrect, please let us know. We’d also love to hear any feedback about how you have used or changed the resources. You can find us on Facebook here, and the links to Te Whaariki are below.
Kind regards and enjoy your books!
Julie and Sarina
Co-authors of the Worry Bug project
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
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
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.
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.
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
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
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.
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.
Mental Health Foundation New Zealand
Wishes and Worries
Dickson, S. (2015). Kotuku Creative
Reviewed by Kim Higginson, Information Resources Specialist at the Mental Health Foundation.
Wishes and Worries was written in response to the Christchurch earthquakes to help children who are experiencing mild to moderate anxiety. It’s designed for use in classrooms, while its companion Maia and the Worry Bug is designed for children to take home.
When my partner and son brought Wishes and Worries home in their weekly pile from the local library, I could see its immediate value. Our son has become increasingly worried about noises in the night and robbers.
Even though Wishes and Worries is intended as a classroom resource, it was an easy night time read, engaging, beautifully illustrated and the content was affirming. The author is adept at being able to turn the principles of cognitive and narrative therapy into a compelling story.
Easy to relate to for kids
The main character Dan's worries and fears are disrupting his ability to enjoy everyday activities and stopping him having fun with his mates. My son could really relate to the character’s focus on noises and listening for sounds of danger.
Through Dan's journey, kids who may previously have felt powerless over their thoughts and feelings can see how they can “untangle” and identify their own worries. They learn to reflect on how these thoughts affect their thinking and their bodies, and to use their creativity to find ways to be with, or direct them.
You also get a good sense of how a child may feel misunderstood when adults around them may think they are just being difficult and that parents and teachers need to be aware of the expectations we put on them to just “get on” with everyday tasks.
We read through some of the suggestions for class activities at the back, many of which are student-led.
The availability of this book in schools to support the curriculum would help kids realise they are not alone, that others feel the same and that their school is supportive.
My son laughed out loud at the suggestion of putting a box in the principal's drawer that kids could put their written worries into. He decided he would instead send his worries into space on the Millennium Falcon (from Star Wars).
The book provides readers with valuable skills and normalises kids’ concerns, but also has a dash of magic, fun and hope.
Available in both English and Te Reo Maori.
Review by Bob Docherty of Bob's Books 03-03-2016 https://bobsbooksnz.wordpress.com/
Maia & the Worry Bug, Wishes and Worries by Sarina Dickson and Julie Burgess-Manning, Illus. Jenny Cooper. Pub. Kotuku Creative, 2015.
Both these books form part of an anxiety management resource for the home and for the school. They were conceived because children and adults getting stressed and anxious by the Canterbury Earthquakes.
Of course they have wider application than that. Everybody has worries that can be dealt with in the ways described by these two books.
Much has been written and discussed about worrying and anxiety as lately as the Rugby World Cup when Steve Hansen described Worry as a wasted emotion. So it is but it doesn’t stop people worrying.
The facts are that worrying cause children and adults to perform and function below what they are capable of if they were not distracted by worries. My mother always said Que Sera Sera what ever will be will be and others have said you cant worry about things out of your control.
In Maia and The Worry Bug , worry is personified as a bug that can be removed like any other bug and in Wishes and Worries worries are scene as something you recognise and put in a place where they can be changed for the positive.
Good advice and a programe and suggestions of how to manage worries in the home and school. Two books well worth having.
Jenny Coopers illustrations in both books are perceptive and relevant. The facial expressions of the characters say it all.
PEER REVIEW: JUNIOR BOOKS OCTOBER 2015 New Zealand Book Council06-10-2015
Reviews by Librarians, Teachers and Principals of the latest New Zealand books for junior readers
Wishes and Worries
Sarina Dickson, Illustration: Jenny Cooper
Reviewer: Julie Newth, Teacher with Library Responsibility, Onepoto School
This is an emotional story, dealing with anxieties that, unfortunately, many children come to school every day loaded down by. It is extremely pertinent to the children of Canterbury but also to children country-wide.
The book is a wonderful read-a-loud and the use of language is descriptive and quite poetic. My favourite line being ‘A wish is a worry turned inside out’. I loved the idea that everybody needs ‘a tree’ to place their fears where they can be recycled.
The illustrations fit the story beautifully and the font changes throughout the text, making it very engaging for the reader and the audience; while the activities are well designed and would encourage children to talk about their fears and worries, and hopefully put into practice strategies that could ease their anxieties. The links to the curriculum at the back of the book are also great discussion starters.
A highly recommended read-a-loud, with lots of potential for further discussion.
Wishes and Worries
Dickson, S. (2015). Kotuku Creative
Reviewed by Kim Higginson, Information Resources Specialist at the Mental Health Foundation.
Wishes and Worries was written in response to the Christchurch earthquakes to help children who are experiencing mild to moderate anxiety. It’s designed for use in classrooms, while its companion Maia and the Worry Bug is designed for children to take home.
When my partner and son brought Wishes and Worries home in their weekly pile from the local library, I could see its immediate value. Our son has become increasingly worried about noises in the night and robbers.
Even though Wishes and Worries is intended as a classroom resource, it was an easy night time read, engaging, beautifully illustrated and the content was affirming. The author is adept at being able to turn the principles of cognitive and narrative therapy into a compelling story.
Easy to relate to for kids
The main character Dan's worries and fears are disrupting his ability to enjoy everyday activities and stopping him having fun with his mates. My son could really relate to the character’s focus on noises and listening for sounds of danger.
Through Dan's journey, kids who may previously have felt powerless over their thoughts and feelings can see how they can “untangle” and identify their own worries. They learn to reflect on how these thoughts affect their thinking and their bodies, and to use their creativity to find ways to be with, or direct them.
You also get a good sense of how a child may feel misunderstood when adults around them may think they are just being difficult and that parents and teachers need to be aware of the expectations we put on them to just “get on” with everyday tasks.
We read through some of the suggestions for class activities at the back, many of which are student-led.
The availability of this book in schools to support the curriculum would help kids realise they are not alone, that others feel the same and that their school is supportive.
My son laughed out loud at the suggestion of putting a box in the principal's drawer that kids could put their written worries into. He decided he would instead send his worries into space on the Millennium Falcon (from Star Wars).
The book provides readers with valuable skills and normalises kids’ concerns, but also has a dash of magic, fun and hope.
Available in both English and Te Reo Maori.
Review by Bob Docherty of Bob's Books 03-03-2016 https://bobsbooksnz.wordpress.com/
Maia & the Worry Bug, Wishes and Worries by Sarina Dickson and Julie Burgess-Manning, Illus. Jenny Cooper. Pub. Kotuku Creative, 2015.
Both these books form part of an anxiety management resource for the home and for the school. They were conceived because children and adults getting stressed and anxious by the Canterbury Earthquakes.
Of course they have wider application than that. Everybody has worries that can be dealt with in the ways described by these two books.
Much has been written and discussed about worrying and anxiety as lately as the Rugby World Cup when Steve Hansen described Worry as a wasted emotion. So it is but it doesn’t stop people worrying.
The facts are that worrying cause children and adults to perform and function below what they are capable of if they were not distracted by worries. My mother always said Que Sera Sera what ever will be will be and others have said you cant worry about things out of your control.
In Maia and The Worry Bug , worry is personified as a bug that can be removed like any other bug and in Wishes and Worries worries are scene as something you recognise and put in a place where they can be changed for the positive.
Good advice and a programe and suggestions of how to manage worries in the home and school. Two books well worth having.
Jenny Coopers illustrations in both books are perceptive and relevant. The facial expressions of the characters say it all.
PEER REVIEW: JUNIOR BOOKS OCTOBER 2015 New Zealand Book Council06-10-2015
Reviews by Librarians, Teachers and Principals of the latest New Zealand books for junior readers
Wishes and Worries
Sarina Dickson, Illustration: Jenny Cooper
Reviewer: Julie Newth, Teacher with Library Responsibility, Onepoto School
This is an emotional story, dealing with anxieties that, unfortunately, many children come to school every day loaded down by. It is extremely pertinent to the children of Canterbury but also to children country-wide.
The book is a wonderful read-a-loud and the use of language is descriptive and quite poetic. My favourite line being ‘A wish is a worry turned inside out’. I loved the idea that everybody needs ‘a tree’ to place their fears where they can be recycled.
The illustrations fit the story beautifully and the font changes throughout the text, making it very engaging for the reader and the audience; while the activities are well designed and would encourage children to talk about their fears and worries, and hopefully put into practice strategies that could ease their anxieties. The links to the curriculum at the back of the book are also great discussion starters.
A highly recommended read-a-loud, with lots of potential for further discussion.
Stuff
http://www.stuff.co.nz/national/education/79787218/worry-bug-invades-christchurch-kindergarten.html
TV1 Breakfast
http://tvnz.co.nz/breakfast-news/maia-and-worry-bug-helping-canterbury-s-tykes-squash-stress-video-6469773
Radio New Zealand
http://www.radionz.co.nz/news/regional/303453/chch-kids-receive-books-to-help-them-with-anxiety
Kidsfirst Newsletter covering the launch and roll out
www.kidsfirst.co.nz/Worry-Bug-__I.59891__N.10
http://www.stuff.co.nz/national/education/79787218/worry-bug-invades-christchurch-kindergarten.html
TV1 Breakfast
http://tvnz.co.nz/breakfast-news/maia-and-worry-bug-helping-canterbury-s-tykes-squash-stress-video-6469773
Radio New Zealand
http://www.radionz.co.nz/news/regional/303453/chch-kids-receive-books-to-help-them-with-anxiety
Kidsfirst Newsletter covering the launch and roll out
www.kidsfirst.co.nz/Worry-Bug-__I.59891__N.10
Radio New Zealand Morning Report July 8 2015
http://www.radionz.co.nz/audio/player/201761553
The Christchurch Press July 8 2015
http://www.stuff.co.nz/life-style/well-good/teach-me/70035112/christchurch-mums-launch-picture-book-for-anxious-kids
Radio New Zealand Article July 8 2015
http://www.radionz.co.nz/news/regional/278213/books-to-help-anxious-christchurch-kids
Star Live July 9 2015
http://starlive.kiwi/video/worry-bug
Christchurch City Libraries Blog
https://cclblog.wordpress.com/2015/07/20/helping-canterbury-kids-with-anxiety/
Smartwork Creative's Blog
http://smartworkcreative.co.nz/the-worry-bug/
Support from National MP and Assoc Earthquake Minister Hon Nicky Wagner
https://nickywagner.national.org.nz/news/2015-07-10-worry-bug-project
Support from Waimakariri National MP Matt Doocey
http://mattdoocey.co.nz/index.php/waimakariri-mp-welcomes-resource-to-tackle-childrens-anxieties/
Booksellers New Releases
http://www.booksellers.co.nz/book-news/new-releases/wishes-and-worries-sarina-dickson
http://www.booksellers.co.nz/book-news/new-releases/maia-and-worry-bug-julie-burgess-manning
Mental Health Foundation E-Bulliten
http://us8.campaign-archive2.com/?u=c4f6b2fca0e12e49c424dea9f&id=9bbd03663b
http://www.radionz.co.nz/audio/player/201761553
The Christchurch Press July 8 2015
http://www.stuff.co.nz/life-style/well-good/teach-me/70035112/christchurch-mums-launch-picture-book-for-anxious-kids
Radio New Zealand Article July 8 2015
http://www.radionz.co.nz/news/regional/278213/books-to-help-anxious-christchurch-kids
Star Live July 9 2015
http://starlive.kiwi/video/worry-bug
Christchurch City Libraries Blog
https://cclblog.wordpress.com/2015/07/20/helping-canterbury-kids-with-anxiety/
Smartwork Creative's Blog
http://smartworkcreative.co.nz/the-worry-bug/
Support from National MP and Assoc Earthquake Minister Hon Nicky Wagner
https://nickywagner.national.org.nz/news/2015-07-10-worry-bug-project
Support from Waimakariri National MP Matt Doocey
http://mattdoocey.co.nz/index.php/waimakariri-mp-welcomes-resource-to-tackle-childrens-anxieties/
Booksellers New Releases
http://www.booksellers.co.nz/book-news/new-releases/wishes-and-worries-sarina-dickson
http://www.booksellers.co.nz/book-news/new-releases/maia-and-worry-bug-julie-burgess-manning
Mental Health Foundation E-Bulliten
http://us8.campaign-archive2.com/?u=c4f6b2fca0e12e49c424dea9f&id=9bbd03663b