OCS Outcomes Report 2016-2017
Services To Access Resources and Recreation (STARR)
A STARR example …
STARR is a school-based prevention program for children living in the catchment area of KB Woodward Elementary School, Holly Elementary School and Katzie Elementary School. STARR creates in-school leadership activities to help increase positive school connectedness and awareness Using recreation as a vehicle, STARR offers fun after school programs designed to increase social and emotional development, physical well-being, teach skills such as babysitting and cooking, while connecting with STARR staff. Outcomes • Promote and increase positive social skills/competencies. • Develop leadership skills. • Improve relationships with adults and peers. Service Highlights • 80% report making more friends since being in the program. • 36% report getting along better with their classmates. • 29% report an increased ability to use their words to solve problems when they become angry or upset. • 96% report increased enjoyment of leadership activities. of a child's potential, personal strengths and overall school experience.
“The principal of an elementary school approached STARR workers and conveyed his concern for a group of 10-15 male students in grades 4-6, who were consistently displaying behavioural problems. The students were seen visiting the principal’s office almost every recess and lunch hour for aggressive and inappropriate behaviour during games. Despite constant in-school suspensions and detentions, the students continued their behaviour both during school and at times even after school. It was at this time that STARR was asked to provide assistance and attempt to connect with the students in a positive manner. Two STARR workers began approaching the students during recess and lunch to build a relationship, gain trust and connect with the students. Within a week, school staff were already seeing behavioural improvements. The goal for STARR was to coordinate and run games for the group of boys which allowed them to enjoy their recess and lunch breaks while learning about positive behaviours. It was difficult in the beginning to excite the students about organized games. However, what started off with an attendance of 1-2 boys, ended with a full attendance of 15. The boys built relationships and connected with the STARR staff at a level that helped them understand their needs and further, provide assistance accordingly. More often than not, the boys were dealing with something emotionally and sometimes physically which could have impacted their decisions leading them into the principal’s office. It was heart-warming having the opportunity to work with these young boys who meant no harm and instead just had the wrong coping methods with what they were dealing with. Having the boys start off extremely apprehensive but later seek us out was a great feeling. The boys were able to finish the year off strong and were seen being disciplined much less by school staff. “
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