ROCK AND WATER EVALUATIONS AND REPORTS
These Rock and Water student evaluations have been shared to us by various Rock and Water Presenters.
Measuring psycho-social skills development after implementing the Rock and Water program
by Katrina Langhorn
This study examined the development of psycho-social skills for a small group of junior boys after participating in the Rock &Water program. The psycho-social skills measured included the three foundations skills of Rock &Water: self-control, self-reflection and self-confidence. Also investigated were self-respect and general social skills. Several assessments were conducted one of which was the ASEBA (pre- and post-implementation). Multi-cross informants were used. Results showed positive outcomes post intervention and suggestions for future study are explored.
The 2007 Rock and Water Program: Evaluation of Program Outcomes
Reason for Evaluation
The Rock and Water program has been running since 2002 and is an initiative of the Families SA Guardianship and Alternative Care Directorate. From January to May 2007, the report’s authors supported the development, delivery and evaluation of the Rock and Water program. This report tables and analyses the evaluation data gathered from the boys’ Rock and Water program delivered between January and May 2007. Recommendations related to future program development and delivery are also provided.
Evaluation for the Rock and Water Program
Conducted at Maitland High School Term 2 2003 Year 7
The Rock and Water program: Empowering youth workers and clients
by Ivan Raymond
An innovative and increasingly popular youth development program, titled Rock and Water, was recently trialled in the South Australian residential care system. This article provides a general outline of the program and details a case study involving a group 10 boys in care, aged between 11 and 15 years. A range of qualitative and quantitative data is tabled that provides preliminary evidence for the program’s ‘empowering effects’ for both participants and youth workers involved with the program. These outcomes are discussed in relation to their contextual importance for the residential care system, areas of ongoing improvement and future directions.
Boys behave better
by Andrew Shaw
Behavioural problems of male students are an ongoing challenge for teachers in Australian schools. A Dutch program places the issue in a broad, philosophical context, giving teachers a deeper understanding of the unique problems adolescent boys face.
Outcomes and Results from a Study of Rock and Water
by Caboolture High School in 2000
Please click here to down load results from Caboolture High School
Evaluation for Rock and Water Program
Conducted at Kurri High Term 4, 2002
The Development of Identity in the Rock and Water Program
by Freerk Ykema, Gadaku Institute
Bringing it Together - 22 case studies on the Rock and Water Program
This booklet contains data of action research/evaluations of the Rock and Water program in various settings. It shows the enormous power and impact of the program. It is a must read for each educator, each manager, each principal interested in effective, powerful, inspiring intervention programs.
• Freerk Ykema (director Gadaku Institute, author Rock and Water program), Rock and Water in Australia
• Deborah Harman (manager Family Action Centre/Newcastle/Australia), Rock and Water in Australia, struggle and joy
• Dr Wes Imms, After the party is over, some post-implementation issues concerning Rock and Water
• Dr Suzan Hirsch, Using Rock and Water to enhance self-esteem and develop anti-bullying strategies for primary school children (Sydney)
• Lyn McClusky, Decreasing incidents of bullying through the Rock and Water program
• Bill Johnston, Boosters and roadblocks affecting the introduction of Rock and Water into primary schools (Perth, Fremantle)
• Jean Illingworth, Rock and Water: the succesful journey at Djarragun College (full indigenous aboriginal and Torre Strait Islander) in Queensland
• Cheryl Webster, Pilot project with African communities in Sydney
• Edgell Zajac, Rock and Water in rural South Australia
• Allan Tolley, Bedrock of the school: Rock and Water as a highly effective element of an integrated student leadership and supportive initiative (New South Wales)
• Ivan Raymond, Rock and Water and the South Australian congregate system
• Sarala Porter, Working together to maximize the access and impact of Rock and Water in Sydney schools
• Mark Addison, Towards a cultural shift: a case study at Cessnock High School
• Paul Edwards, Engaging and working with angry young men (Coffs Harbour)
• Jenney Binney, Using Rock and Water to motivate, evaluate and monitor engagement
• Lily Lee, A preliminary study evaluating a school-based group intervention for aggression
• Tim Trotter and Trish Tilmouth, Rock and Water at Kempsey East Public School: Kindergarten to Year 6
• Lesley Gray,n “Amazing Me” and “Standing Strong”: Using Rock &and Water to teach body language and conflict resolution skills in primary school
• Bill Jennings, Making Rock and Water a common language: a whole school plan (high school, Parade College, Melbourne)
• Bruce Collins, Restorative practices using Rock and Water (Sydney)
• Kris Lloyd Jones, A former students’ perspective (Brisbane)
• Paul Manuel, Rock and Water best practice in schools: the Lighthouse Project, Northern Sunshine Coast/Queensland
• Richard Shannahan, On the fringes of Rock and Water, working with boys and men in Canberra
• Elizabeth Mahler, Rock and Water in early childhood (NSW)
• Brian Hayes, Rock and Water and boys’ learning (Newcastle)
This booklet is produced by Family Action Centre, University of Newcastle, Australia in cooperation with the The Gadaku Institute, Freerk Ykema. This book can be order through the Family Action Centre, University of Newcastle.