JIN XUAN

The first session’s main objective was to have 100% of children demonstrate 2 conversation-starters by the end of the day. All 3 objectives guided our activities to ensure that children practise necessary interpersonal skills. The second session’s main objective was to have 100% of the children know why teamwork is important by the end of the day. The objectives were to inculcate team-building skills, such as supporting their peers and contributing opinions. Ultimately, the children displayed such team-building skills. The last session’s main objective was to have 100% of children understand how to resolve a conflict by the end of the day. Through our conflict management role-playing activity, we did not meet this objective. It was not applicable as the children were unable to generalise the skills to real-life conflicts.

 

Under the Generalist Intervention Model, our group was effective in the engagement and assessment stage (Kirst-Ashman & Hull, 2015). However, we were not effective in the planning and implementation stage as our objectives were only relatively appropriate. Our evaluation methods effectively measured the objectives. The children’s responses during debrief sessions illuminated the gap between planning and implementation stage.

 

Additionally, expenditure-wise, we spent less than the predicted amount due to the change in food items requested by the centre staff. During the termination stage, I realised that in a follow-up, we should be more mindful of whether our activities helped the children in relationship management and lowered their predicted risks of depression.