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Healthy Relationships


What is Healthy Relationships? 

Healthy Relationships is a programme developed with and for teens and adults with intellectual disabilities. It provides practical tools to build resiliency and to prevent bullying and abuse.
These interactive resources were developed in collaboration with Kidpower Teenpower Fullpower International, who provided consultation and permission to use copyrighted curriculum and drawings from the Fullpower Teaching Kits.

" 100% of my students have shown improvement "


Funding from the Ministry of Justice, Ministry of Social Development and InternetNZ helped further develop, pilot and independently evaluate them.



6 Learning Steps to Happier Relationships

Image showing the 6 Learning Steps





Ace Programme of the Year 2014

More Information


Interactive Hardcopy Resources

Healthy Relationship Hardcopy Resources Image

The hard copy resources consist of three workbooks, each with its own CD for each student, a teacher's guide and posters.
The workbooks contain a total of 40 stories, and the CD's contain the exact same stories, but with animations, voice acting, and interactive decision making, to be used on a projector/ interactive whiteboard in the classroom, or on a Mac/PC at home. The teachers guide is a resource for the teacher that can guide them through every story, the aims, class sessions, roleplays, homework and evaluation.

 

view a HR hardcopy price list

 

The Resources Cover:

 Healthy Relationships

  • What are Healthy Relationships?
  • Understanding When Something is NOT a Choice

 Saying Stop and Stopping

  • When and How to say Stop
  • Listening When Other People say Stop

 Getting Help

  • What is Urgent?
  • Where to Get Help
  • How to Get Help

The experiential, success-based and interactive approach helps the students learn and apply empowerment, self-advocacy, positive social interaction and personal safety skills.

The programme is adaptable for younger ages and effective for a wide range of disabilities, including Autism/Asperger's, Down Syndrome and other developmental disabilities; dual diagnosis of developmental disability and severe emotional disturbance; Tourette's Syndrome; post traumatic stress disorder; auditory and/or visual processing disorders; and physical disabilities that limit movement, such as paralysis, and/or that require aids such as walkers, braces, canes, service dogs, and/or manual or motorised wheelchairs.

Teacher Training

" It's the shiniest
tool in my cupboard because it is used
most often "

This training is most beneficial to Special Educators, Teacher Assistants, Speech Therapists and allied professionals as well as parents. They learn about the theoretical foundations and practical applications of the programme, how to engage students, how to use fun learning and coaching techniques, how to adapt and use the resources for a wide range of disabilities and how to transfer the skills from the classroom to daily interactions. Participants get effective tools to build a common understanding and culture of respect and successful communication.

Training is offered via Skype or individual workshops.

Interactive Online Resources

a screenshot of the online flash resource in action

pictures of the fullpower friends!
the Fullpower friends:
Mike, Marama, Mei Lin & Talib

The online resources consist of three interactive movies, a supporter's lounge with posters and a users' guide. The movies contain a total of 40 animated stories, that support voice acting and interactive decision making. They can be displayed on a Mac/PC or on a projector/ interactive whiteboard in the classroom. The users guide is a resource for the supporter or teacher that can guide them through every story, the aims, class sessions, roleplays, homework and evaluation.
The online resources are 100% compatible with the Hardcopy resources, and you can view / play a free demo by clicking here.

 

view a HR online price list

Links to the New Zealand Curriculum

The programme helps schools meet the needs of students within Health and Physical Education in the New Zealand Curriculum, in particular Level One: Health and Physical Education, i.e.

  • Personal Health and Physical Development:
    Safety Management: the students will describe and use safe practices in a range of contexts and identify people who can help.
     
  • Movement Concepts and Motor Skills:
    Positive Attitudes, Challenges and Social and Cultural Factors: The students will participate in a range of games and activities and identify the factors that make participation safe and enjoyable.
     
  • Relationships with Other People:
    Relationships: the students will explore and share ideas about relationships with other people:
     
  • Healthy Communities and Environments:
    Community Resources: the students will identify and discuss obvious hazards in their home, school, and local environment, and adopt simple safety practices

What are the Expected Outcomes?

Four recent independent evaluations highlight that the programme is held in very high regards by teachers and confirms that the following outcomes are realistic:

  • People with intellectual disabilities, parents/caregivers, and professionals acquire relevant and useful risk reducing, social skills, knowledge, attitude and behaviour.
  • The disabled people use the skills to build positive, healthy relationships with their peers, people in general and with their supporters, family members and caregivers.
  • Reduction of sexual violence, abuse and neglect in families, Whanau, school and community committed BY or targeting people with intellectual disabilities.
  • Increase of adults with intellectual disabilities to fit into their environment, into society and to learn and reach their full potential.

Proven Results!

" Lisa has grown in confidence through doing the role plays "

Several Independent evaluations found that the programme was of high quality, easy to follow and enjoyable for students 

- educators and parents liked the easy application;

" This programme
is brilliant! "
  • "It's the shiniest tool in my cupboard because it is used most often."
  • "This programme is brilliant!" - "The animations, while simple, are able to convey complex ideas."
  • "100% of my students have shown improvement."
  • "The programme was high quality, easy to follow and enjoyable for students, particularly because of its interactive nature."
" no other programme does this so simply "

- consistent behaviour change was achieved;

  • "Positive behaviour changes were noted both in the classroom, during break times and at home,"
  • "... we have a very compliant very pretty girl and she was always saying yes and this form of compliance got her into trouble in the past. She says no now and that just means so much in terms of her own safety, it's unbelievable!"
  • "[The student] usually has no way to express herself so she would lash out without ever talking about feelings; instead we sat down and asked what we should do with them after this incident rather than lashing out with violence. She recognised that it was not okay [to be kissed when she did not like it] and that they needed to sort it out with the other student. That is the miracle. Here no other programme does this so simply."
" high quality, easy to follow and enjoyable for students "

- it is appropriate to New Zealand and Pacific cultures;

  • "the character development of the online actors was thoughtful and appropriate to New Zealand and Pacific cultures without being exclusive to this region."

Healthy Realtionships Students doing a roleplay

students doing a roleplay

- a real need is met;

  • "Someone like [X name] is likely to be running a household at some stage - so for [X] and most learners like her if you can get the actual, that checklist there, you would be achieving a heck of a lot. Cos you could sit down and say, "is it safe?", "Is it okay with the people in charge?", 'What would my Mum think about this?"
  • "[The student] is now using the skills to stop the bully from touching her."

- it worked for people with autism;

  • "I wondered if Lisa would find situations to use the skills and am very pleased to see that she does;

- There is a 21-year old bully in her school who behaves inappropriately. Lisa has grown in confidence through doing the role plays. She became more forceful and clearer and is now using the skills to stop the bully from touching her.

  • " We went to the dentist this morning. I was able to calm her down by reminding her of the dentist story."
  • "Elisabeth talked about feelings too, which is unusual for her."
" He's used it out in the environment "
  • "...they're great [the graphics] because they're not over the top. For kids with autism if you put too much on them then they're going to lose the lesson. "
  • "It has been very successful with him. He's used it out in the environment."


For the full reports, see
Clarity Research Report, December 2009 
Impact Research Report, January 2011
SAMS Research Report, January 2012
SAMS Research Report, May 2013
Report on Trial with Autistic Youth & Families