DRUMBEAT in Schools and Youth Settings

The DRUMBEAT program combines the benefits of group drumming process and analogies to create awareness of the links between the social skills developed as part of the music group and those required to form healthy and supportive relationships with others.

The program is designed to target young people who are alienated or socially withdrawn, however any young person can benefit from participation in DRUMBEAT. The program can be tailored to the needs of young people from approximately 9 years of age through to 18 years of age. Both single gender and mixed gender groups can be run effectively, the best groups comprise young people of a similar age but with a range of presenting issues rather than just those with difficult behaviours.

The DRUMBEAT program is based on the core principles of social and emotional learning as developed by the Collaborative to Advance Social and Emotional Learning (CASEL). DRUMBEAT author’s Holyoake, maintains a commitment to evidence based practice and a wide range of studies have been completed to ensure the effectiveness of the program in meeting its goals.

DRUMBEAT is endorsed as a curriculum subject in personal development by the West Australian Curriculum Council. Young people develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The program involves young people in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. Young people with well-developed social and emotional skills find it easier to manage themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in teamwork and feel positive about themselves and the world around them. The development of personal and social capability is a foundation for learning and for citizenship.

The DRUMBEAT Program – Addressing Bullying

Bullying has always been an issue of concern for educators and parents, and the realm of cyberbullying has highlighted how detrimental this practice can be to young people victimised through it. Bullying is a repeated pattern of harmful behaviour, (and can be physical, verbal and social) that involves an abuse of power – that power can be utilised through physical superiority, social standing, weight of numbers or verbal dexterity. Cyberbullying extends that same behaviour to the internet and other mobile devices.

Bullying behaviour is often covert in nature and often includes isolating individuals through social exclusion. Because of its hidden nature, covert bullying is often more difficult to discern and may go on longer than the more obvious forms of bullying such as physical intimidation. Covert bullying often involves rumour and innuendo and damages people’s reputation, social standing and self-esteem. Covert bullying is particularly prevalent in the cyberbullying sphere.

The DRUMBEAT program is a behavioural intervention that explores a wide range of relationship issues that impact on healthy lives. The program has a strong evidence base with outcomes including reductions in anti-social behaviour and increased levels of mental health well-being. Among the different relationship themes tackled by the program are several that directly confront bullying and assist young people implement strategies to reduce its prevalence in person and through cyberspace.

DRUMBEAT in Schools and Youth Settings –
Program Outline

The Rhythm of Life Rhythms/patterns and their impact on our behaviours Rhythm and its impact on our relationship to the world around us and people we interact with Trust is central to healthy relationships – stable rhythm promote trust Stable rhythms are safe rhythms – stable people form better relationships Conflict between people can often be seen as clash of rhythms Some patterns in life can be unproductive and unhealthy Self-responsibility – taking responsibility for ourselves, adapting our own behaviours, not trying to force others to change

Harmony What is musical harmony and what it creates                                                               What factors create social harmony What factors support inner or personal harmony Working with other allows us to do things we could ever achieve on our own How does the way we treat other impact on our relationships Much of our own identity is shaped from feedback from other Bullying behaviour is often a sign of poor regard or victimisation We all need the support of others at different times in our lives

Relationships Relationships are fluid in nature, always changing, we need to be careful not to take relationships for granted Healthy relationships require mutual obligations and attention Common and healthy values underpin healthy relationships Open and honest communication is fundamental to healthy relationships Relationships can be sabotaged by rumors and innuendo The three factors that help us avoid negative peer influence

Identity Being socially responsible doesn’t mean giving away your individuality Living harmoniously with others demands social obligations Trust & responsibility allows for individual freedom Trust is central to healthy relationships Listening is at the heart of social integration Diversity adds to the quality of human experience Moving away from bad habits or situations involves risk & requires support