Confident Kids Group Program

The Group Program is on hold until further notice.

Confident Kids Group Program

Confident Kids is an evidence-based resiliency group program for children and teens designed to teach life skills to boost emotional resilience, self-esteem and confidence. The focus is on wellbeing, emotional health and increasing self-esteem. Confident Kids fosters children’s problem solving ability, goal setting and social behaviours.   Since 2008, over 700 kids and teens from schools across Brisbane have improved their academic and sports performance, feel calmer, more confident and experience a more fulfilling and enjoyable home life as a result of participating in the Confident Kids program.

Confident Kids

Many stresses can shake a child’s confidence such as getting a bad grade, being excluded by friends, not being the best, or not being picked for a team, award, or performance.  

Confident Teens

Pressure from school, family and peers; the pain of cyber-bullying; wanting to be popular; having to make major life choices at a young age – all these things can result in significant stress.

Aim of the Program

The aim of the program is to use expert child psychology research to help children and teens – Develop a positive self-concept (or healthy self-esteem) and to value themselves. Understand how their mind works and how their thinking affects all aspects of their lives. Learn how to distinguish between unhelpful and helpful thoughts and feelings. Notice and manage their emotions and feelings. Learn basic relaxation and Mindful Awareness skills. Increase confidence, resilience and self-esteem. To identify their character strengths.

The Research Base

The Confident Kids group program is based on teaching strategies and evidence-based techniques drawn from Cognitive-Behavioural Therapy (CBT), Positive Psychology, Mindfulness training and Social and Emotional Learning (SEL).

Positive Psychology

Positive Psychology is about an individual’s sense of well-being, contentment, satisfaction in the past, hope and optimism for the future, and flow and happiness in the present.  This strength based approach focuses on positive emotions, encourages children to strive for their best, praises them for their efforts, and avoids giving them a hard time.

Cognitive Behaviour Therapy

Cognitive behaviour therapy (CBT) is a type of therapy that looks at how people think about themselves and other people, and how people’s thoughts feelings and behaviour are all connected. When you make links between what you do, feel, and think, you are better able to change unhelpful thinking and behaviour. Because thoughts, feelings and behaviour are connected, changing your thinking will change the way you feel and behave and changing our behaviour will correspondingly change what we feel and think.

CBT can help break the vicious cycles of negative thinking, feeling, and behaviour. Using CBT principles, your child will learn how to fight off unhelpful negative thoughts about themselves or the world, which lead to feelings that are more positive and behaviour.


A key part of the CK program is teaching kids Mindfulness skills to enhance self-esteem and confidence. Mindfulness simply means paying attention in a particular way, on purpose, in the present moment and non-judgementally (Jon Kabat Zinn). In a car, we can sometimes drive for miles on “automatic pilot”, without really being aware of what we are doing. In the same way, we may not be really “present”, moment by moment for much of our lives. We can often be “miles away” without knowing it. Recent research suggests that teaching children mindfulness skills improves academic performance, bolsters confidence, optimism and enthusiasm for learning. The mindful awareness activities and calm breathing skills incorporated into the CK program are designed to foster children’s:

  • problem solving ability,
  • self-regulation,
  • goal setting, and
  • prosocial behaviours.

Susan Kaiser Greenland, Author of The Mindful Child and founder of the Inner Kids Program uses an apple to help kids and families understand how what’s happening right now includes awareness of past, present and future.

Social and Emotional Learning (SEL)

Social and emotional learning (SEL) assists children in development of the fundamental skills required for a functional life. Through such learning, children learn skills to become competent in managing themselves, their relationships, and work in social acceptable and effective ways.  These skills include recognising and managing their emotions, developing care and concern for others and an appreciation for others’ perspectives, fostering and maintaining positive relationships, making responsible decisions, and dealing with developmentally-relevant challenges in a positive and constructive manner. The 5 key SEL competencies include: –

  • Self-awareness
  • Self-regulation
  • Motivation
  • Empathy
  • Social Skills
A growing body of literature suggests that a deliberate and comprehensive approach to teaching children social and emotional skills can raise their grades and test scores, bolster their enthusiasm for learning, reduce behaviour problems and enhance the brain’s cognitive functions (Education week, 2003).

Confident Kids and Teens Success Stories

What kids say…

 “Thank you for helping me feel more confident and happy. You are a fantastic teacher”.  William, 11 yrs

 “I really liked Larne as my teacher”. Sarah, 7 yrs

 “Confident Kids has helped me A LOT!! The sessions were really fun and the other kids in the group were really nice. Larne was the best teacher ever!! She was really nice and helped me a lot. Thanks to everyone. I loved Confident Kids”. Robyn, 12 yrs

 “Larne is very helpful and cool”. Ben, 9 yrs

 “I think the program has really helped. I liked relaxing to the music and just thinking about breathing and what is happening right at that very moment. I liked being able to talk about my problems and finding solutions. I think they should have Confident Kids at schools”. Georgia, 11 yrs

 “What I liked about the group was feeling like I was no longer on my own. We were able to work together and share ideas. I really enjoyed the soothing, stress-free environment that made me feel welcome”. Sam, 12 yrs

 “I really enjoyed being part of the group and being able to talk and catch up with each other every week. There wasn’t anything I didn’t like about the group, it was all fun and I really want to do it again”. Brooke, 14 yrs

 “I really enjoyed learning new ways of dealing with problems as they came up, learning the breathing exercises and feeling better”. Emily, 12 yrs

 “Thank you so much for your help with everything. You have solved so many of my problems and you have been wonderful to spend time with. I won’t forget all the things you taught me”. Lucy, 14 yrs

 “I really enjoyed the group and meeting new people”. Andre, 11 yrs

 “I have liked how at school I am more confident and can find new friends. It has encouraged me to say things I would have been too shy to say before”. Zoe, 8 yrs

 “I enjoyed all of it! It is really fun so keep it up”. Anna, 9 yrs

  What parents say…

“We wholeheartedly recommend the confident kids program. It helps to provide the building blocks and foundation for a happy, confident child”. Natalie (Term 4)

 “CK is a fantastic program and I have already recommended it to others”. Michelle (Term 4)

 “We and Angus’s teachers have noted a great improvement in his behaviour and self control”. Angus’s mum (Term 4)

 “Saturdays are eagerly anticipated by Charlotte and she really doesn’t want the whole experience to end, which at 6yrs old is amazing. She transformed in about 3 weeks to a much happier person and the change just seems to have continued”. Kate, Charlotte’s mum (Term 3)

 “Fantastic program! Matthew’s confidence has improved and we have been given so much information and great strategies to use for the long term! Fantastic Facilitators!” Bronwyn (Term 2)

 “We found Larne and the team very approachable and informed. Dillon learnt great skills to assist in expressing himself in a more constructive manner. Worthwhile course for all!” Amy (Term 2)