Buddy Bench Ireland

Little Buddies Programme Early Years Settings

Little Buddies Early Years for Courage and Resilience is a children’s  mental health program that is positive, innovative, original and engaging. The Little Buddies program promotes emotional resilience and mental wellbeing through supporting the core competencies of empathy, creativity, self-awareness and communication. 

​In summary, the programme consists of:

1)A 45 min interactive workshop with role play, games and discussion.

2). A copy of their own interactive workbook to use in pre-school and at home.

3)Individual self tools around emotional wellness.

 Young children take delight in the story in the workbook, told with the help of our four furry animal friends who interact with a bench and a child. Each animal represents a thought, a feeling or an emotion and we discuss how to recognise and cope. It is open ended story allowing free will of the children’s imagination. 

This workshop will be centered around “Sam Builds A Nest” a care box for Courage and Resilience. Teaching children about change, transition and courage. Have a look HERE if you wish 
 
Your setting will receive a:
 

1) Sam Builds A Nest Care Box for Courage and Resilience.
2) A Little Buddy Bench
3) Resource information pack for your staff


Our team of qualified and experienced leaders come to your pre-school and delivers the Little Buddies workshop to each class. The cost of the workshop is €10 per child.

The Buddy Bench 

We use the Buddy Bench as a symbolic visual tool to teach them how to identify and express their feelings.  The program releases the stigma of asking for help and celebrates children who act with compassion, kindness and empathy.
We can deliver a Buddy Bench on the same day as the workshop.. 

sam builds a nest children's book
Buddy Bench Ireland's children's book

The programme has undergone a positive preliminary evaluation by researchers in the National Centre for Mental Health Maynooth University , a full evaluation has now begun (funded by Irish Research Council) in order to provide proof of its effectiveness. Once this formal endorsement is in place, it is ready for national rollout via the curricula.

Whole-pre-school approach

Evidence tells us that good mental health is essential for children to learn and achieve. By providing opportunities for young children, and the adults surrounding them, to develop the strengths and coping skills that underpin resilience early years settings can help their children (and staff) flourish and succeed.

​To be effective the ethos of whole-pre-school, positive mental health should be a thread running through a pre-pre-school’s values and mission statement and be prominent across policies, procedures and practices, in line with national curriculum frameworks such as Siolta and Aistear.

What is a whole-pre-school approach?

A whole-pre-school approach is about developing a positive ethos and culture – where everyone feels that they belong. It involves working with families and making sure that the whole pre-school community is welcoming, inclusive and respectful. It means maximising children’s learning through promoting good mental health and well-being across the pre-school – through the curriculum, early support for children, staff-child relationships, leadership and a commitment from everybody.

Whole-pre-school approaches involve a pre-school leadership team. that:

  • Understands the links between mental health and achievement.
  • Champions and supports mental health and well-being for children and staff, strategically.
  • It relies on a staff team committed to helping all children develop the essential social and emotional skills they need to cope effectively with setbacks and remain healthy, through:
  • Whole-pre-school and targeted, small group curriculum activity and through strengthening broader protective factors which promote children’s resilience and reduce risk factors both in the family, at pre-school and more broadly in the community.
  • Day-to-day contact and building healthy and strong protective relationships with children and families.
  • Adopting a whole-pre-school approach to mental health and wellbeing is a process, not a one-off activity. To describe a pre-school as ‘mentally healthy’ involves both planning and ongoing evaluation:
  • Identifying and building on the strengths and good practice that already exist which contribute to good mental health in the pre-school.
  • Identifying external support and understanding how you might best use, build relationships with, and influence what is available outside the pre-school. (AIM for example)
  • Consulting with children, staff, parents and carers so that everyone feels committed to positive pre-school mental health and wellbeing.
  • Making sure that the mental health and wellbeing of all pre-school staff and of parents/carers is as important as that of the children, and that staff model a positive approach to mental health and wellbeing.
  • Encouraging openness in talking about mental health and challenging negative attitudes.
  • Enhancing children’ and staff knowledge about how to maintain good mental health and wellbeing.
  • Playing a key part in identifying emerging mental health needs of children by making sure staff can recognise signs and symptoms of mental health needs and know what to do should they have a concern.
  • Referring children who need additional help onto health professionals for appropriate specialist support and treatment.
  • Having a clear process to follow where a concern is raised about a pupil’s mental health and developing links with specialist mental health services and other local and national support.
  • Making sure that children and adults are protected by policies, values and attitudes (including behaviour, bullying, safeguarding) and feel safe in the pre-school environment and in the wider community.
  • Ensuring that what is provided in pre-school dovetails with the particular needs of your children and families.
  • Measuring the impact of what you do to promote and support children’s mental health in pre-school.