Targeted and universal programs

Social development programs in schools can be distinguished by their format; a targeted withdrawal program, or a universal program. A targeted withdrawal program is designed to be delivered to at- risk groups of students. A universal program is designed to be delivered to students in whole class groups. The two program formats offer distinct features and address different needs in schools.

Targeted Withdrawal Programs

A targeted withdrawal program is designed to meet the needs of students with specific challenging behaviours or relationships and has the advantage of focusing on specific skills to address those concerns.

Another advantage of targeted withdrawal programs is that they are often delivered by a clinician, or a teacher with additional wellbeing training attuned to the needs of the at-risk group. In addition, participants have the opportunity to meet and hear from others with similar shared experiences, recognizing that they are not alone in their challenges.

There are however, some drawbacks to the delivery of a targeted withdrawal program within a school context. Withdrawing at-risk students may unintentionally single out and thereby ostracise at-risk students (Fraser et al., 2000). The targeted withdrawal format can indirectly emphasize a student’s additional needs to their peer group and lead to peer labelling. Grouping at-risk students together for a targeted withdrawal program can also lead to negative role-modelling and copy-cat behaviour that might increase the risk-factors for vulnerable students (Fraser et al., 2000). Furthermore, without special training the child’s teacher may not have sufficient knowledge of the concepts being taught through the program, and might miss opportunities to acknowledge and reinforce a student’s efforts to try newly learnt skills in the classroom.

Universal Programs

A universal program is designed to be delivered to students in whole class groups and to address social skills that will be relevant to most students. As such, universal programs can bypass some of the challenges associated with targeted withdrawal programs. First, they reach all at-risk students within a class, those identified as at-risk, and those who might quietly struggle under the radar (Low et al., 2015). Second, up- skilling occurs with the whole class group, providing at-risk students with positive role- modelling from more capable peers. Third, class teachers are usually present for the delivery of a universal program, either observing a trained external facilitator, or delivering the program themselves. This approach provides the class teacher with exposure to the concepts and tools of the program. Teachers then have the opportunity to integrate these concepts and tools into other aspects of the school curriculum, and this can positively influence the class culture (Australian Government Department of Health, 2015).

In light of the advantages afforded by universal programs, Social Stencil was designed as a universal program but can be used as a target withdrawal program when modified by the facilitator.