RAP-A - For Adolescents

RAP-A - For Adolescents

RAP-A was developed to meet the need for a universal resilience building program for teenagers which could be readily implemented in a school setting. A universal program targets all teenagers in a particular grade as opposed to those at higher risk for depression (indicated or selective approaches) or a treatment group. It is easier to recruit and engage adolescents in a universal approach where students do not face the risk of stigmatisation by being singled out for intervention. The Resourceful Adolescent Program (RAP: Shochet, Holland & Whitefield, 1997) was developed to meet this need.

RAP-A is a positively focused program that consists of 11 sessions of approximately 50 minutes duration. The program is run with groups of adolescents varying in size from 8 to 16 students, usually as an integral part of the school curriculum (from grades 7 to 10). RAP-A attempts to integrate both cognitive-behavioural and interpersonal approaches to improve coping skills and build resilience to promote positive development.

Program content

The RAP-A Program draws on the metaphor in the children's story of the "Three Little Pigs" in which only the house made of bricks withstood the attacks of the Big Bad Wolf. Each week participating adolescents develop their own personal 'RAP-A house' by laying down different personal resource bricks (e.g. 'Personal Strength Bricks', 'Keeping Calm Bricks', 'Problem Solving Bricks'), as the program unfolds.

The cognitive-behavioural component provides the techniques of keeping calm, cognitive restructuring and problem solving. The interpersonal component stresses the importance of promoting harmony and dealing with conflict and role disputes by developing an understanding of the perspective of others. The common thread that runs through the program is the teaching of techniques to maintain self-esteem in the face of a variety of stressors.

In the traditional RAP-A there are eleven group sessions, conducted weekly for between 40 and 50 minutes during school class time, with one facilitator per group. However, some collapsing of sessions if longer periods of time are available is possible (for example, six sessions of one and a half hours). Sessions are focussed around seven major areas:

• the recognition and affirmation of existing strengths and resources
• promoting self-management and self-regulation skills in the face of stress
• cognitive restructuring
• creating a personal problem solving model
• building and accessing psychological support networks
• considering the other's perspective
• keeping and making the peace

The content and process of each session of the program is specified in a Group Leader's Manual - 2nd Edition (Shochet & Wurfl, 2015). Participant workbooks - 2nd Edition (Shochet & Wurfl, 2015) are provided to each student in the program.

Click here to see a table showing the titles and main aims of each of the sessions in the RAP-A Program.

Research

Careful evaluation, including controlled trials, has shown RAP-A to be a successful preventive intervention for adolescent depression. For summaries of some of the major trials please see Research. For copies of reprints of publications, please email rap@qut.edu.au.

Implementing the program

Selecting group leaders

Who is eligible?

The role of group leader is critical to the effectiveness of the RAP program. Group leaders need to be educational or mental health workers with specific training in the facilitation of RAP-A groups. The following people may be suitable for facilitating the RAP-A program.

• Psychologists/ Social workers / Occupational therapists / Psychiatrists / Mental Health Nurses
• School counsellors/ Guidance officers/Chaplains
• Teachers
• Community workers

Training events are offered at regular intervals in Brisbane and Sydney, and throughout Australia on request.  Individual or small group Skype training is available for overeas consumers.  See Training for details of upcoming courses.

The RAP team travels to alternative locations to  provide training. To date, the team has travelled to all Australian states and  territories, as well as to New Zealand, South Africa, Korea, the U.S.A. and parts of Europe to provide training. See Training for information on how to access training

Group participants and size

The RAP program has been designed for adolescents aged 12-16.

Small group sizes (up to 15 participants) are optimal when implementing the RAP program. This helps students to form good connections with other group members and the adult facilitator. It is the belief of the RAP researchers that the small groups contribute a great deal to the success of the RAP Program.

RAP-A resources

RAP-A Group Leader's Manual
This 139-page manual has been designed to provide detailed information about the content of each of the eleven sessions. In addition, the manual describes each of the activities used to demonstrate the concepts being introduced throughout RAP-A. Each session begins by outlining the resource requirements, and ends with a copy of the hand-outs. Found in the Participant Workbook.

RAP-A Participant's Workbook
The  RAP-A Workbook comprises all of the activities and information required for the  program's individual and group activities. A Participant Workbook is required for each adolescent to write in, and keep at the end of the program. (75 pages)

Supplementary DVD
With the purchase of a RAP-A or RAP-P Group Leader Manual, a Supplementary DVD is provided. This DVD provides supplementary material to be used in activities throughout the programs.

RAP-A Indigenous Supplement The RAP-A Indigenous supplement has been designed to provide guidelines for the Adaptation and implementation of the RAP Program for indigenous adolescents. It describes a variety of adaptations that have been made to RAP-A to make it more suitable for indigenous teenagers.

Sessions, key messages and aims in the Resourceful Adolescent Program (RAP-A)