Final Program Paper

Jump In. Jump Out.
A Program Using Physical Activity to Prevent Anxiety/Mental Health

in Elementary Students
Presented to
World Overcomers Church Summer Dream Camp
By
Tierany Powell
In partial fulfillment of
HLSC 3800-003
Mrs. Angela Simonton

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Table of Contents
Page
PRE-PLANNING (Site, Decision Makers, Stakeholders, Gatekeepers) 3-5
PROGRAM RATIONALE 6
Health Problem (Prevalence (National, State, Local), Costs, Contributing Behavior (s) 7
Priority Population (Enabling, Predisposing, and Reinforcing factors) 8-10
Other Programs (Description and Outcomes) 10-13
Theory / Model (description, constructs, how they will be used) 13-16
Program Overview (Describe your program and why it will be likely to work) 17
References (APA format) 18-20
STRATEGIC PLAN 21
Program Mission, Goals, & Objectives 22-23
EVALUATION 24
Evaluation Plan (What will you measure?) 25
Evaluation Tool(s) (How will you measure it?) 26-27
IMPLEMENTATION 28
Implementation Plan (Who, what, when, where?) 29-30
MARKETING 31
Marketing Plan (Distribution Plan, what will you do? When? How much?) 32-33
Marketing Materials (3-fold pamphlet, Flyer, PSA, Press Release, Social Media Messages) 34-38
BUDGET 39
Budget Justification 40-41
Budget Details (spread sheet), Include cost per person 42
UNIT & SESSION PLANS 43
Unit Plan (Block Plan) 44
Session Plans 45
Session Plan 1 Let’s Talk Mental Health 46
Session 1 Resources and Materials 47
Session Plan 2 Let’s Get Active 48
Session Plan 3 Emotional Rollercoaster 50
Session 3 Resources and Materials 51-52
Session Plan 4 The Tortoise and The Hare 53
Session Plan 5 Let’s Work Together 55
Session Plan 6 Let’s Kick Anxiety 57
APPENDICES 59
Appendix 1: Self Evaluation 60-61
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PRE-
PLANNING
Site
The Jump In. Jump Out. program will be held at the World Overcomers Church Summer Dream
Camp in the city of Memphis, TN.
Decision Makers
The Jump In. Jump Out. program will be presented to Apostle Alton R. Williams, Senior Pastor who
will serve as the primary decision-maker because he must approve any program that serves as a representation
of the church, protocols and pre-determined programs as it affects potential campers and administration in
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regards to their regularly scheduled instruction throughout the summer. In addition to Apostle Williams, World
Overcomer’s Executive Board members, Directors of the summer camp Chywanda Watson and Martha
Williams, as well as the Summer Dream camps’ administrative staff and camp counselors will be important
decision-makers within this program. I believe having a strong team of individuals such as these will help to
set a solid foundation for implementing the program. They will serve to help facilitate the organization at the
site, activities, and target key components needed to make this program successful. Additionally, previous
programs that have been administered at World Overcomer’s Summer Dream Camp will also be a good tool to
use regarding evaluation and assessment of this health programs’ success, and what better way to receive
information about trial and error programs than from these groups of individuals with first-hand experience.
There are a few groups of individuals who will have an interest or stake in the Jump In. Jump
Out. program. These individuals include camp counselors, parents, and campers of the Summer Dream Camp.
Each of these individuals has an important role. The counselors of these children seek to become more
knowledgeable of a child’s potential. With the opportunity to see and teach them daily throughout the summer,
these counselors can observe the child’s behavior changes, both positive and negative. Camp counselors are
influential and can explain how well they believe a child will be able to adapt to future changes, either from
being a previous camper or welcoming new faces. These counselors will also be valuable in this process due to
their experience with plans for a child’s success inside and outside of the classroom. They will be important
representatives in helping their campers throughout the program by asking the right questions such as “Did you
enjoy this activity today?” Additionally, parents are considered the “bread and butter” of the operation. I
believe they have the most important job. Parents have the biggest influence on determining whether a child
participates. Parents, before any other group will experience the progression or regression within their children
from the program both during and over time. They serve as the glue that helps to make this health program
beneficial and successful for the child, which is why parents’ involvement is key! Children often value the
acceptance of something when their parents give them the green light. If a child sees that their parent agrees
that this program is good for them, I can depict that they will be more excited about it than ever. Finally, the
campers are so important because they are the participants! They are the pre-determining factor of the process,
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the evaluation, and the end results. Some children may be unsure about whether they want to be a part of this
health program and some could be excited. It is a smart idea to have directors, counselors and parents inform
children what the program is about, some potential activities they will be doing and then decide if they initially
want to be a part of it, it is only right that their decision is validated.
Gatekeepers
Some individuals or groups of people may delay or prevent access to the Jump In. Jump Out.
program. These individuals include Apostle Williams, World Overcomers Executive Board, and parents.
Before the implementation of any new program, approval must be made. These are the individuals who will
choose whether they deem a program suitable or not as it relates to the participants. Therefore, it is important
to also recognize that board members may feel the program should be delayed or whether the church can take
on handling any organization of resources and funding at the time. These individuals will more than likely
require descriptions of how this health program will progress as well as evaluations throughout the program to
make sure any changes have not negatively impacted the church or previously approved activities or
educational instruction. Lastly, the parents’ agreement will serve as the basis of running the program overall. If
there are no participants for a health program, there is no program.

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PROGRAM
RATIONALE
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Jump In. Jump Out.
HEALTH PROBLEM
Anxiety is an emotion characterized by feelings of tension, worried thoughts, and physical changes
(The American Psychological Association, n.d.). Although well-known, some symptoms of anxiety are
unrecognizable, which can increase over a certain period, ultimately causing other mental health issues. Family
background, stress and social influence are a few factors that increase the likelihood of anxiety. These factors
alone play a huge role in someone who suffers from this mental issue and can cause a sudden increase in
negative lifestyle choices. Many behaviors in which arise from these emotions can range from low to high
functioning. Presently, anxiety is most likely associated with teenagers, young adults, and even those who are
middle-aged. However, children, particularly elementary students must be more closely considered in this topic
of discussion. Anxiety is a concern among elementary students as it may lead to disruptive behavior, poor
academic performance, anger, and physical symptoms such as fatigue due to trouble sleeping. These issues are
why prevention strategies for these students should be implemented in hopes to relieve several emotional
stressors (“Anxiety and depression in children: Get the facts,” 2020).
Prevalence
According to The Center for Disease Control and Prevention (CDC), 1 in 6 children is diagnosed with
mental health or behavioral disorders as it relates to anxiety within their childhood development (Data and
Statistics on Children’s Mental Health, 2020). A parallel between characteristics of a child and the likelihood
of diagnosis is based on the grounds of older-aged elementary students as well as a parent/caregiver’s
mental/emotional health (Ghandour et al, 2018). On a state level, according to The Substance Abuse and
Mental Health Services Administration (SAMHSA), in 2015, adults 18 years and older that suffered from
mental illness paralleled to the 2013-2014 national percentage of 4.2% (SAMHSA, 2015). Likewise, The
National Institute of Mental Health reported that in 2017 adults aged 18 or older in the United States with AMI
(Any Mental Illness) represented 18.9% of all U.S. adults. The Shelby County School District in Memphis, TN
has shown recognition of anxiety being a health problem within its students. The school district explains that
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mental health disorders such as anxiety impacts a child’s social-emotional learning (Social Emotional Learning
Resources, n.d.).
Costs
Anxiety and mental health disorders within the United States in recent years have cost the health care
system an estimate of nearly 2.5 trillion dollars (Trautmann et al, 2016). This impact has not only put a
disadvantage on the United States economically but has also contributed to the cost of individuals seeking
and/or receiving treatment; including but are not limited to therapy, in-patient facilities, and pharmaceuticals.
An analysis from MarketScan Databases evaluated by The MEDSTAT Group examined how demographics
and previous medical conditions affect an individual's cost due to this health problem (Marciniak et al, n.d.).
The average cost regarding treatment for anxiety and mental health disorders contributed to around nearly
$6,475 per individual (Marciniak et al, n.d.). Socially, anxiety and mental health issues can lead to depression,
suicidal thoughts, isolation from peers, and the inability to perform tasks as it relates to daily activities. From
this data, there is a significant need to address and implement strategies for this health problem in hopes to
alleviate these costs within the United States.
Contributing Behaviors
Several behaviors contribute to anxiety and mental health problems. Behaviors such as verbal abuse
from family and/or loved ones, anxious thoughts/fears, insomnia, and lack of physical exercise can be
considered as components that lead to these health problems (Meek, 2019). Additionally, these behaviors can
be codependent amongst one another; verbal abuse can yield thoughts of unworthiness resulting in low self-
esteem, as well as low energy and restlessness that inhibit performing daily tasks. Taking this into account, I
would like to focus my health program on the influence of physical activity as a prevention strategy for anxiety
and mental health.
PRIORITY POPULATION
The Jump In. Jump Out Program is designed for elementary school students (grades 3rd-5th) whose ages
range from 8-11 years old. These are primary years of continuous development in children. For some, they will
become more sociable and acquire more knowledge about different aspects of life. Many children can be very
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impressionable, easily prone to peer pressure and wanting to fit in with their peers; with this in mind, there can
be various behavioral changes, many in which will sometimes only be acknowledged as just being a kid. This
error in observation only leaves the question as to whether this can result into a much bigger issue regarding
mental health in children. According to The Centers for Disease Control and Prevention (CDC), children
between the age range of 6-12 years old fall under the threshold of 1 in 3 having anxiety and behavioral
problems which accounts for more than 35% (2020). This issue is not only hurting the development of children
but can cause limitations to their lifestyle including academic performance and social development. As a result,
it is vital to implement more health programs such as Jump In. Jump Out. to bring about change in helping
children not only learn prevention strategies relating to behavioral issues, but also become knowledgeable of
possible triggers in a child’s environment and get them engaged in activities that will in hopes bring about a
change in their anxiety and mental health.
Predisposing Factors
When we think about predisposing factors these can be classified as the driving forces to the overall
issue. These factors play a big role in how much and for even how long an issue can exist. As it relates to
anxiety and mental health in children, some predisposing factors can be age, gender, and grade levels. The
behavioral patterns relating to mental health in children can be affected by the lack of recognition regarding
expressing themselves; for example, “Why am I sad today or why do I want to be alone during recess?”
(Grover, Ginsburg, & Ialongo, 2005). These are a few factors that can have a significant impact on the
knowledge of understanding anxiety and mental health and the process of implementation of coping strategies.
Enabling Factors
Enabling factors are forces in which hinder changes individually through one aspect, collectively or
within one’s surroundings (Gilmore, 2013). According to Vanover (2020), some enabling factors that
contribute to the issue of anxiety and mental health among elementary students are the scarce amount of
workers, lack of public awareness of the issue, and higher amounts of funding being put into adult mental
health facilities. Regarding funding, Vanover also stated that when surveyed, a little over 80% of behavioral
health specialists believed that involving mental health services for children in The Affordable Care Act
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(ACA) Health Benefits could enhance reachability as well as a higher amount of services to be provided.
These enabling factors show that the need to implement the Jump In. Jump Out program can be beneficial to
combating a lack of public awareness as well as allowing this program to be the guiding light to future
behavioral specialist.
Reinforcing Factors
Reinforcing factors are considered the act of reassuring a pattern of behavior through positive reply and
recognition given to the priority population. Some reinforcing factors of anxiety and mental health include a
good support system such as family, friends and loved ones, being recognized within a peer group, and
affirming that some coping methods of dealing with anxiety has helped positively change bad behavior.
Another thing to remember as it related to reinforcing factors is the understanding of an issue. Anxiety and
mental health are both aspects that deal with the mind but often the symptoms can affect bodily responses.
According to Cohut (2019), a study was conducted in 2013 at the University of Rochester in New York by
assistant professor Jeremy Jamieson along with some of his colleagues. Anxiety and mental health were a
major factor in this study as it tied into the idea that counteracting negative thoughts with positive ones could
contribute to a more controlled behavior, thus causing the effects of anxiety to become better managed.
OTHER PROGRAMS
It is very important to include similar programs that aim to achieve similar aspects of Jump In. Jump
Out. To represent models and demonstrate examples for this potential health program, there are three
programs in which I believe are good driving factors for an anxiety prevention program, these include:
FRIENDS for Life, Teacher Anxiety Program for Elementary Students (TAPES), and Journey of the
Brave.
FRIENDS for Life
FRIENDS for Life is a school-based targeted cognitive behavioral therapy (CBT) program which is
used for prevention and treatment of anxiety in youth (Fisak et al, 2011). FRIENDS for Life program was used
as a comparison between youth in schools and behavioral health patients, determining whether the program
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delivered in a school setting as a prevention strategy to anxiety yielded just as much positive results as that of a
mental health clinic. The participants within this program are youth between 7 to 16 years old. School nurses,
along with assistance from a community psychologist were the main stakeholders regarding the recruitment of
participants for the FRIENDS for Life Program, identifying students and clinical patients that had a parallel in
anxiety factors. FRIENDS for Life is initially delivered over a 10-week period, with weekly sessions teaching
different learning strategies on how to prevent anxiety as well as three main aims: Comparison of baseline
symptom levels, examination of symptom changes from the beginning of the program to follow up evaluations,
and determining the outcomes of the school-targeted prevention sample against the clinical sample (Kendall et
al., 2010). From an analysis study in 2014, 82 youth between the ages of 8 and 16 participated in 10 sessions of
the program. Each session duration were 90 minutes once a week, identifying any anxiety symptoms within the
students. Likewise, the clinical health patients received the same sessions, with participation of 88 youth, also
8-16 years old. The same measures between the two groups were conducted in both settings (Wergeland et al.,
2014). As a result, both samples displayed a higher level of prevention factors from the beginning of the
program until the postintervention. This study has suggested that the FRIENDS for Life program demonstrates
favorable results when the program is implemented within schools by less specialized health personal such as
school nurses, as it has been shown to significantly impact youth perspectives regarding the matter of anxiety
prevention
Teacher Anxiety Program for Elementary Students (TAPES)
Teacher Anxiety Program for Elementary Students is a novel teacher-administered, school-home
intervention in which both teachers and parents collaborate to help bridge the gap of lack of knowledge and
skills to support the learning of students who have excessive anxiety (Reinke, 2011). The TAPES intervention
included a total of 40-teacher volunteers and 60 elementary school students in Connecticut that participated in
a randomized control analysis. According to The Connecticut State Department of Education, the racial/ethnic
background of the students measured were: 3.7% Black/African American and Hispanic/Latino, 91%
Caucasian, 1.1% Asian, and less than 1% for two or more other races (2018). TAPES study analysis conditions
were based on common elements of cognitive-behavioral therapy (CBT) (Chorpita, 2007). The TAPES
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intervention consists of five, 30-minute meetings with the student, teacher, and parent(s) and/or caregivers
during an 8-week timeframe. The meetings within this intervention served to contribute to teacher knowledge
and ultimately, child behavior change. Meeting 1 involved the teacher and parent only; this was the initial set
up for the teachers providing parents with the goals and potential benefits of the intervention as well as
expressing the behaviors of the teacher and parent as it could be an enabling factor to the child’s behavior as it
relates to anxiety. Meeting 2 provided recognition of anxiety and learning relaxation skills. In this phase, the
teacher provided information on the intervention to the student and asked the student to log three (3) factors of
anxiety. As a measurement tool, the students recorded their symptoms of anxiety in a journal for charting.
From this, the teacher brings recognition to various relaxation skills to target and assigns these skills to be
rehearsed at home. Within meeting three, the teacher examines the signs of anxiety provided by the student and
gives a rationale of facing fears, in which the group of students lists what they believe are courageous
behaviors and record these as daily exposures to track students' behavior progress. In meeting four, the teacher
informs the student and parent regarding how to identify irrational thought patterns and counteract these
patterns with more positive thoughts. Lastly, meeting five reviewed the skills learned within the sessions and
after they are completed. Overall, the basis of this intervention reflects how the student, teacher, and parent can
focus on the development of a more strategic plan on combating anxiety in which has the potential to improve
teachers' skills and student functioning in school and at home.
Journey of the Brave
The ‘Journey of the Brave’ is an anxiety prevention program using a universal approach, based on
cognitive behavioral therapy (CBT) for anxiety and mental health related disorders in young children in Japan
(Werner-Seidler, 2017). The main aim and/or goal of this program is to inhibit anxiety-related problems for
Japanese children, aging 10-12 years old. Within this program, a study was conducted which included
intervention groups from (41) 5th grade elementary students who were 10-11 years old, with the control group
consisting of another class with 31 children from a neighboring school. Each group received ten (10) 45-
minute sessions, with the scope of the sessions weighing heavily through PowerPoint presentations, workbook
activities, teacher manuals and homework assignments. The sessions were conducted over a 6-month period.
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The first half of the Journey of the Brave program focused on the student’s exposures to anxiety (i.e.
environmental factors, family, academics) while the second involved reconstructing thought processes and
patterns that have been predisposing factors related to anxiety and mental health. Two measures were
implemented for both groups, one primary and the other secondary. The primary-outcome measure was the
Spence Children’s Anxiety Scale (SCAS), it is considered the most valid measurement regarding self-reported
assessing of child anxiety. The secondary-outcome measure was the Goodman Strengths and Difficulties
Questionnaire, in which categories were divided into broad spectrums such as: emotional symptoms, peer
relationship problems and hyperactivity/inattention (Urao, 2018). As a result, the studies showed that the mean
anxiety score from SCAS for those of the intervention group were greatly lowered after the program and 3
months follow up in contrast to the control group. Overall, the Journey of the Brave program would be a good
program to consider regarding different measurements of anxiety prevention programs.
GUIDING THEORY
Behavioral change theories are considered models of understanding the aspects and methods that affect
a change in behavior. The theory in which highlights the topic of anxiety and mental health within elementary
school students would be the social cognitive theory (SCT), which is a type of interpersonal level theory. A
common construct of this interaction is known as reciprocal determinism, demonstrating how it connects along
with how a particular behavior is affected (“Health Behavior and Health Education,” n.d.). The reciprocal
determinism theory creates a correlation between one’s self, their behaviors, and their environment or
surroundings (Cherry, 2018). This social cognitive theory additionally recognizes reinforcing factors being
important within behavioral modification because it teaches that for every action or behavior given, something
is affected by it. It is important to note that this theory serves as a good model for programs that intend to
counteract pattern(s) of previous behaviors with positive reinforcement through the new strategies that are
learned. This theory is specifically good for a program that implements physical activity as a prevention
strategy for anxiety and mental health in elementary school students. As students begin to feel more at ease
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after engaging in more physical activity, he/she will then be able to draw a connection of feeling less anxious
due to staying more active and increasing this strategy to receive more positive and consistent results.
Selected Constructs
Within the social cognitive theory, there are several key constructs that are relevant to health behavior
change, these include observational learning, reinforcement, outcome expectations and self-efficacy, (“Social
and Behavioral Theories,” 2016). Although these constructs all represent a role in determining behavioral
changes, the three constructs I have chosen that can be beneficial to anxiety and mental health are self-efficacy,
observational learning, and outcome expectations.
The construct of self-efficacy is one’s confidence in his/her ability to perform a given behavior as well
as how they overcome obstacles relating to influencing health behavioral changes (“Social and Behavioral
Theories,” 2016). This construct will be beneficial to an anxiety and mental health program for elementary
students because it first focuses on the person. The student’s self-esteem and what affects their desire to want
to feel more comfortable in stressful situations is one goal for this program. It also gives insight on how well
the student feels the prevention strategies that are implemented will be successful including their attitudes and
emotions regarding feeling less anxious, fearful, or embarrassed which are all aspects of anxiety. I believe that
a way to highlight self-efficacy within the Jump In. Jump Out. program would be to have the participants
successfully practice the preventative strategies that will be performed; these include engaging in physical
activities as well as working to complete group exercises with peers. Within a session, participants will learn
about different exercises in which increase energy levels and emotional triggers. For example, warm-up
exercises will be performed, and participants will be able to express how they feel afterwards and what
exercise they believe will help them have fun while increasing their mood. One good concept regarding the
self-efficacy construct is that it can be measured as a variable, with participants logging their progression of
daily, as well as weekly behavioral changes. Overall, I believe this construct will be beneficial in determining
how many students feel certain or uncertain about their capabilities to prevent anxiety through the strategies
that are incorporated.

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Observational Learning is a construct or method of learning that is comprised of observing and
modeling another individual’s attitude and/or behaviors (“Observational Learning,” 2017). American
psychologist, Albert Bandura highlighted that for anyone to observe and model the behavior of others, there
are four conditions that should be met: attention, retention, reproduction, and motivation. These conditions can
serve as valuable factors with this program independently as well as collectively. Regarding this, participants
will be able to demonstrate each aspect of these through the session implemented. Attention is the main
component in anything that is to be seen or modeled. If you are inattentive to learning something, it is certain
that the behavior that is displayed will be unsuccessful. Bandura also explains that the modeled behavior has an
influence on the observer’s attention. The second condition is retention. This requirement of observational
learning allows participants to retain what is being instructed or modeled. Reproduction is the third condition,
in which the behavior demonstrated presents risks to the physical and mental ability of the observer. The fourth
condition which is motivation is considered the most important as it presents the attitude of performance to be
fulfilled or not. Regardless of how much attention, retention, and reproduction an observer portrays, lack of
motivation will ultimately cause a stagnant action. I believe it is important to highlight these conditions as it
relates to the Jump In. Jump Out. anxiety prevention program. Throughout the program, these four (4)
conditions of observational learning will be incorporated greatly. First, I believe it is important to use
motivation as the driving force at the beginning of program implementation. When participants are excited and
encouraged to learn something new and exciting, such as using physical activity to improve mood and energy,
I believe they will become more influenced by these changes. Then, it is vital to circle back to gaining the
participants attention; this would include creating a favorite activity wall, so that when participants get moving
and active, they can be more engaged as the activity represents something they are comfortable doing and
really enjoy. Regarding reproduction, participants within this program can learn how to determine threshold
standards, including learning which activities are simpler and which are more complex, by watching their peers
perform the exercises/activities, it can allow them to be confident in their performance, what they already
know and pace themselves when new factors of physical activities are incorporated. Lastly, retention will be
the source of whether participants take away what the program is helping to do, which is to give these students
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prevention strategies relating to anxiety and mental health. If something is forgotten, it is a more probable
chance that these strategies will not be effective. Overall, with proper learning methods of these conditions and
recognition to the idea that not one participant is the same, observational learning can be an excellent construct
to help drive and engage participants in the Jump In. Jump Out program.
The construct of outcome expectations is the likelihood of an expected behavior change being more
beneficial than the current one (“Health Behavior and Health Education,” n.d.). This construct may be one of
the most successful to be used in the Jump In. Jump Out. health program. When we consider outcomes, it is
more likely that someone would desire a positive result. I believe this construct will be beneficial to an anxiety
and mental health issue program in elementary school students because if students can experience physical
activity as a prevention strategy to learn about behavior changes that can increase their moods, I believe they
will want to continue working to achieve positive results. Once students see that physical activity can help
them become more aware of cautions or triggers that may increase anxiety, they may find themselves wanting
to continue being active because of this. For this program, I would ask students how they feel after engaging in
the exercises. Some factors I may focus on would be discussing with the students on what they can expect after
their activity engagement; this would include having the students record their expectations in a notebook and
have them actively share their recordings during group activities. I believe this will determine whether students
believe the prevention strategy of physical activity is effective and will promote preventative measures.
As a result, I believe the behavioral change theory is important to include within developing and
executing a successful health program such as Jump In. Jump Out. The specific constructs within this theory
allows those participating to identify and recognize their strengths and weaknesses, while using the strategies
given to be able to describe and display efficient knowledge of their behaviors both emotionally and
physically. The constructs I have chosen will work to produce an effective health program: the self-efficacy
construct will help students identify how their abilities impact their progress of a learned behavior, the
observational learning construct will allow participants to model and effectively incorporate learned behavior
into their daily lives, and the outcome expectations construct will ultimately recognize the benefits of positive
strategies such as physical activity to counteract the issue of anxiety.

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PROGRAM OVERVIEW
Jump In. Jump Out. is an in-class program, which focuses on physical activity as a strategy to
prevent anxiety and mental health, providing students with educational tools, various exercise techniques and
movements that will help in recognition of anxiety and mental health issues. The Jump In. Jump Out.
program will take place at World Overcomer’s Outreach Ministries Church Family Life Center, located in
Memphis, TN on June 8th, 2021 – June 24th, 2021. This will be a 3-week long program targeting 3rd-5th grade
elementary students within the Memphis community. There will be two 45-minute sessions held every week on
Tuesdays and Thursdays. The layout of this program will start with a draft of lesson plans that will be
distributed to World Overcomer’s executive board, summer camp directors, counselors and parents on every
Monday in the morning and evening, during student check in and check out (proving all those who are a part of
the program information that is needed on a weekly basis), as well as any updates or changes that may be
implemented as the program progresses. I believe that Jump In. Jump Out. program will be successful through
the excellent educational tools, interactive strategies, and the social cognitive evidence-based theory. In
addition, programs such as TAPES which demonstrated favorable results of educating students, teachers and
parents about preventative strategies through different session plans and strategies to combat anxiety can be
viewed as an exceptional source as to why similar factors that are implemented in Jump In Jump Out. will be
successful; it provided participants with the resources and promoted continual recognition of the matter as I
plan to do with the Jump In. Jump Out. program. As a result, this program provides these students a haven to
be themselves and are encouraged to do their best within their environment without feeling the need to perform
under pressure, creating room for these students to be confident in their abilities to understand what anxiety
and mental health are, why it is important for them and how they can execute these strategies in their everyday
life.
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Grover, R., Ginsburg, G., & Ialongo, N. (2005). Childhood predictors of anxiety symptoms: A longitudinal
study. Retrieved September 12, 2020, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3374847/
Health Behavior and Health Education. (n.d.). Retrieved September 18, 2020, from
https://www.med.upenn.edu/hbhe4/part3-ch8-key-constructs.shtml
Kendall, P.C., Compton, S.N., Walkup, J.T., Birmaher, B., Albano, A.M., Sherrill, J., … Piacentini,
J. (2010). Clinical characteristics of anxiety disordered youth. Journal of Anxiety Disorders, 24, 360–
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Marciniak, MD; Lage, MJ; Dunayevich, E; Russell, JM; Bowman, L; Landbloom, RP; Levine, LR; (n.d.). The
cost of treating anxiety: The medical and demographic correlates that impact total medical costs.
Retrieved August 28, 2020, from https://pubmed.ncbi.nlm.nih.gov/16075454/
Meek, W. (2019, September 19). How to improve self-esteem with generalized anxiety disorder. Retrieved
August 28, 2020, from https://www.verywellmind.com/anxiety-and-self-esteem-1393168
Stone, S. (2017, July 07). Observational learning. Retrieved September 27, 2020, from
https://www.britannica.com/science/observational-learning
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Teacher perceptions of needs, roles, and barriers. Sch Psychol Q. 2011; 26:1–13.
Risk & Protective Factors. (n.d.). Retrieved September 12, 2020, from https://youth.gov/youth-topics/youth-
mental-health/risk-and-protective-factors-youth
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SAMHSA. (2015). Behavioral Health Barometer. Retrieved September 11, 2020, from
https://www.samhsa.gov/data/sites/default/files/2015_Tennessee_BHBarometer.pdf
Social Emotional Learning Resources. (n.d.). Retrieved August 28, 2020, from
http://www.scsk12.org/instructionalresources/sel?PID=1656
Trautmann, S., Rehm, J., & Wittchen, H. U. (2016). The economic costs of mental disorders: Do our societies
react appropriately to the burden of mental disorders? EMBO reports, 17(9), 1245–1249.
https://doi.org/10.15252/embr.201642951
Urao, Y., Yoshida, M., Koshiba, T. et al. Effectiveness of a cognitive behavioral therapy-based anxiety
prevention program at an elementary school in Japan: a quasi-experimental study. Child Adolescent
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September 13, 2020, from https://www.relias.com/blog/childrens-mental-health-services-are-lacking
Wergeland, G.J.H., Fjermestad, K.W., Marin, C.E., Haugland, B.S.M., Bjaastad, J.F., Oeding, K., …
& Heiervang, E.R. (2014). An effectiveness study of individual vs. group cognitive behavioral therapy
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51:30–47.
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STRATEGIC
PLAN
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Jump In. Jump Out.
Program Description
Jump In. Jump Out. is a summer camp program, focusing on physical activity as a preventative strategy for
anxiety through educational sessions, exercises, and play for 8-11-year-old elementary school students in 3rd-5th
grade. Jump In. Jump Out. will be a 3-week long program, starting on June 8th, 2021 and will end on June
24th, 2021. The program will meet on Tuesdays and Thursdays on the following dates: June 8h, 10th, 15th, 17th,
22nd and 24th. There will be a total of 6 sessions within the program. The sessions will be approximately 45
minutes each.
Program Mission
Jump In. Jump Out. is a program devoted to helping elementary students understand anxiety and mental
health and incorporate physical activity to prevent these issues.
Program Goal(s)
After participating in the Jump In. Jump Out. program, elementary school students within World Overcomers
summer camp will show a better knowledge of anxiety and mental health and engage in physical activity at
least 90 minutes a week.
Program Objectives
1. Program Objective 1 (Behavioral)
By the end of the 3-week program, at least 65% of participants will report or log at least 35 minutes of
physical activity a day, three (3) days a week.
a. Strategy to accomplish Objective 1:

i. Strategy 1: Warming Up to Staying Active: Students will be presented with exercise games
on every Tuesday and Thursday to learn various types of physical activities. Students will log at
least two activities they performed throughout the week.
ii. Strategy 2: Staying Active Journal: Students will report their three (3) favorite physical
activities/exercises and practice them throughout the week.
2. Program Objective 2 (Cognitive)
By the end of the 3-week program, 85% of participants will be able to define anxiety and determine at least
three (3) factors that trigger anxiety and four (4) prevention strategies to use when feeling anxious.
a. Strategy to accomplish Objective 2:

i. Strategy 1: What is Anxiety and Mental Health will be an interactive presentation/skit
informing students about the meaning of anxiety and how to reduce it.
Tierany Powell 23
ii. Strategy 2: Kahoot: Students will form in small groups within their grade level and play an
engaging learning game centered around anxiety and mental health.
Program Objective 3 (Affective)
By the end of the 3-week program, 85% of participants will value the physical activity strategies to prevent
anxiety, and be able to explain two (2) ways that having more daily physical activity has helped them feel
more confident and calm.
a. Strategy to accomplish Objective

i. Strategy 1: Let’s Kick Anxiety Showcase: Students will work in groups or individually to
create a song, rap, or poem expressing how they felt before the program and at least one (1)
activity they would like to continue engaging in to prevent anxiety.
ii. Strategy 2: Memory Board/Checklist: Students will be required to state their name and
grade, then give two (2) ways physical activity will help them prevent anxiety.
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EVALUATION
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EVALUATION PLAN
The impact of this program will be evaluated by the following:
The Program Behavioral Objective will be determined by documentation of minutes of physical
activity logged by participants within their activity journal. Outcomes will determine if the Jump In. Jump Out.
program’s behavioral objectives were met by engaging in 35 minutes of physical activity a day. Evaluation
variable of interest will be the percentage of participants logging at least 35 minutes of physical activity a day
for at least four days each week within their activity journals.
The Program Cognitive Objective will be determined by the outcomes reported from the Jump In.
Jump Out. end of program test given to each participant upon completion of the program and will be used in
the determining if the program met cognitive program objective of defining anxiety, listing (3) three triggers of
anxiety and (4) four prevention strategies. Evaluation variable of interest will be the number of participants
who are able to successfully define anxiety, list at least three triggers and four preventions strategies of anxiety.
The Program Affective Objective will be determined by a discussion at the final session of the
program. Outcomes will determine if the Jump In. Jump Out. program met the affective objective of the
participant being able to explain two ways more engagement in physical activity has helped them feel more
confident and calmer. Evaluation variable of interest will be a checklist of names determining whether the
participant shared in the final lesson.

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EVALUATION TOOL(S)
Behavioral Evaluation Tool
Cognitive Evaluation Tool

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Affective Evaluation Tool

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IMPLEMENTATION
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IMPLEMENTATION PLAN
Program: Jump In. Jump Out.

Priority Population: Elementary School student (3rd – 5th graders)
Site Location: World Overcomers Church Family Life Center
Start Date: June 8th, 2021
End Date: June 24th, 2021
Meeting days: Tuesday and Thursday
June 8th, 10th, 15th, 17th 22nd and 24th
Meeting times: 1:00-1:45pm (45 minutes)
Number of sessions: 6 Sessions
ACTION PLAN
Task Target Date Resources Required Who is
Responsible
RATIONALE
Develop Program Rationale February 2021 Rationale Program Director
MOBILIZE
Partners/Funders February 2021 Rationale Program Director
Site from World Overcomer’s summer February 2021 Application for sign up Program Director
camp coordinators
Planning Committee February 2021 Rationale Program Director
ASSESS
Resources available March 2021 Financial Data/Documentation Program Director
Resources needed (location, physical March 2021 Financial Data/Documentation Planning
education materials) Committee
Budget Plan March 2021 Financial Data Program
Director/Finance
Committee
PLAN
Set Program Objectives March 2021 Data from previous needs Program
assessments Director/Planning
Committee
Develop Work Breakdown Structure March 2021 Documentation Program Director
Document
Develop RASIC Matrix March 2021 Documentation Program Director
Develop Communication Plan Document March 2021 Documentation Program Director
Develop Program Timeline April 2021 Documentation Planning
Committee
Resources for Program Activities April 2021 Unit Plan(s) Planning
Committee
Develop Session Plans April 2021 Objectives/Goal and Planning
Missions/Strategic Plan Committee
IMPLEMENT
Obtain Access and Approval to use Family April 2021 Apostle’s and church program Program Director
Life Center gym coordinator approval document
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Receive approval for church security to be April 2021 Approval Documentation Program Director
stationed inside Family Life City and Forms
church grounds during sessions
Create website for registration April 2021 Online sign up link Planning
Committee
Create program April 2021 City of Memphis Schools Planning
electronic newsletters and flyers for City emails Committee
of Memphis Schools and church
congregation Church Bulletin/Sunday
service newsletters
Marketing/advertisement for Program May 2021 Social Media/Printing Supplies Planning

Flyers and electronic media outlets Committee
(Facebook, Instagram, Twitter, etc.…)
Hire Physical Education and Summer May 2021 Interview/Background Check Program Director
Camp Volunteers
Hire Anxiety/Mental Health counselor for May 2021 Interview/Background Check Program Director
evaluating grade levels during sessions
Obtain Waiver Forms (consent for May 2021 Paper forms (photocopies for Planning
photography/recording and other verbal records) Committee
statements)
Program Kick Off Day June 2021 All Materials/Resources and Program Director,
Staffing Planning
Committee,
Summer Camp
volunteers
Is the program plan being implemented as Mid-June Statistics from program Planning Director
planned? 2021 objectives
EVALUATION
Collect and Analyze Data from evaluation July 2021 Activity Log Program Director
(including evaluation tool(s) Post Test
Discussion Check List
Prepare Evaluation Report July 2021 Anxiety Counselor Notes Program Director
Physical Education volunteer’s
weekly observation reports
Evaluation Tools: Activity
Log, Post Test, Discussion
Check List
Were the program goals met? July 2021 Evaluation Tool(s) Program Director
Program adjustments for improvement July 2021 Summary report of program Program Director,
data (statistics) Planning
Committee
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MARKETING
Participant Recruitment
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MARKETING PLAN

Program Description Jump In. Jump Out is an anxiety and mental health prevention program held at
World Overcomer’s Summer Dream Camp. It is designed for 8-11-year-old
elementary school students. Its focus is to prevent anxiety and mental health
illness among 3rd-5th graders by providing them with knowledge of anxiety and
its triggers. This program will be utilizing different forms of physical activity
strategies to promote the prevention of anxiety within these students. The Jump
In. Jump Out. program will be implemented for 3 weeks, beginning June 8th, and
ending June 24th, 2021.

Priority Population The priority population for the anxiety and mental health prevention program,
Jump In. Jump Out., are 8-11-year-old elementary school students in 3rd-5th grade
levels. During this age, many children are learning about their development on a
physical and emotional level. This tends to bring forth a great deal of pressure
among peer groups as well as within themselves. This age group has an
impressionable mentality, meaning their moods can vary from their encounters.
Giving the students the opportunity to engage in different methods of physical
activity can help encourage them to relax and improve their mental health for
years to come.

Competing Programs Be Active Kids
Let’s Move!

Marketing Goal At least 75% of participants who registered for Jump In. Jump Out. program will
attend and be interactive within each session implemented.

Marketing Strategies and Distribution / Dissemination Plan
Print Materials: Flyer, Tri-Fold Brochure

Publicity: Public Service Announcement, Press Release and Social Media
Networking Arrange face-to-face meetings to establish direct communication with Apostle

Alton R. Williams, Pastor of World Overcomers Church by February 8th, 2021
Arrange face-to-face meetings to establish direct communication with World

Overcomer’s Executive Board and Finance Committee by February 12, 2021
Arrange face-to-face meetings to establish direct communication with Chywanda

Watson, Camp Director and Martha Williams, Camp Coordinator by
February 22, 2021
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Print Materials
200 brochures will be distributed to World Overcomers Church congregation by summer camp
director and coordinator’s informational table starting Sunday, April 11th, 2021.
250 brochures will be distributed to five schools within the Hickory Hill school district by the
planning committee on April 12th, 2021.
350 flyers will be distributed to the parents of 3rd-5th grade students’ parents electronically via
email by the Memphis Board of Education offices by April 12th, 2021.
25 flyers will be posted to the Hickory Hill Community Center bulletin boards by the planning
committee on April 12th, 2021.
Publicity
Public Service Announcement will be sent to Memphis Board of Education on March 29th,
2021 to be released on April 5th, 2021
Issue Press Release to The Commercial Appeal and The Voice of SCS, WQOX 88.5 FM
Radio Station on April 5th to be released on April 12th, 2021
Social media message will be posted on Twitter starting April 5th, 2021 at 12 noon.

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MARKETING MATERIALS

The following marketing materials will be used as previously described to recruit
participants to the program.
Public Service Announcement
PUBLIC SERVICE ANNOUNCEMENT
August 5th, 2021
Tierany Powell
901-212-7240
tlpwell1@memphis.edu
“Kids will be kids.”

Somewhere or in some way you have heard this phrase, especially if you are a parent; but what if age or
simply being a kid was not the only factor of a child’s behavior. Could we challenge you to think that there
may be something else?
Anxiety in children, although rarely discussed is a real issue. According to the Center for Disease
Control, nearly 1 and 6 children are diagnosed with mental health and behavioral disorders due to anxiety
alone. Triggers such as peer pressure and emotional stress are anxiety culprits; therefore, preventing these with
the use of more physical activity can in hopes promote more confidence and calmer behaviors that will benefit
children for years to come.
World Overcomers Church Summer Dream Camp is joining hands with you to support your child and
their mental health by implementing the Jump In. Jump Out. program. This programs’ focus is to educate 8-
11-year-old elementary students about what positive impacts physical activity can have on mental health, while
applying different educational and knowledge-based activities. The program will be held in World Overcomers
Church Family Life Center, beginning June 8th, and lasting until June 24, 2021.
Together, let’s give your child the opportunity to soar not only today, but for the future!
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Press Release
Contact Information:
Tierany Powell
Email: tlpwell1@memphis.edu
Phone: 901-212-7240
Jump In. Jump Out.
RELEASE ON APRIL 5th
Memphis, TN, April 5th, 2021 – World Overcomers Church is excited to present the very first edition of the
health promotion program, Jump In. Jump Out. The program will be implemented within World
Overcomer’s Summer Dream Camp, held in the Family Life Center. The program will begin on June 8th until
June 24, 2021.
The Jump In. Jump Out. program invites all 3rd through 5th grade elementary school students within
the ages of 8-11 years old within the Memphis community. Jump In. Jump Out. will be a free program to all
who would like to participate. Our mission is to help children prevent anxiety by informing and integrating
educational and fun-packed activities to promote physical activity as a strategy to enhance good mental health!
As a bonus, children who attend will receive a free voucher to drum roll…. Jumping World indoor trampoline
park and an official program t-shirt!
Parent(s)/Guardians of potential participants can sign up using the registration link for the Jump In.
Jump Out. Program on World Overcomer’s Church website (www.worldovercomers.org) under the
Announcements tab or receive a paper registration packet located at the front desk of the Family Life Center
starting April 11th. The last day for registration/packet drops off will be May 24th, 2021.
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FLYER
25 prints of the following flyer will be posted to bulletin boards at the Hickory Hill Community Center, as
well as distribution of 350 to parents electronically via email by the Memphis Board of Education on April
12th, 2021.
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Brochure
200 brochures will be distributed to World Overcomers Church congregation by summer camp director and
coordinator’s informational table starting Sunday, April 11th, 2021, as well as 250 brochures distributed to
five schools within the Hickory Hill school district by the planning committee on April 12th, 2021.
Brochure Outside
Brochure Inside
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Social Media Message and Outlet

Social media message will be posted on Twitter starting April 5th, 2021 at 12 noon.
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BUDGET
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BUDGET JUSTIFICATION
To implement the program as outlined we are requesting The Community Foundation of Shelby County
provide $5,300 to support. Participants will not be required to pay for registration or additional fees to
participate in the program, we hope this will make the program more accessible to the public while influencing
the lives of our future generation for years to come.
Program Director: Tierany Powell
Location: World Overcomers Church Family Life Center
Personnel:
Tierany Powell, the program director, will be responsible for supervision of all aspects of the Jump In.
Jump Out. program. She will have administrative and financial oversight for the project and maintain
responsibility for program integrity, implementation and evaluation and will lead all sessions. ($0/session X 6
of sessions). The financial committee will oversee distribution of grant funds for program materials/resources.
The program volunteers will help in assisting session overview and structure for each session to be
implemented effectively. The planning committee, consisting of 5 members, will assist the program director in
constructing the program schedule, advertising materials and resources, and learning how to implement the
program successfully within summer camps and in-class settings with similar priority populations ($50/session
X 6 sessions X 5 people). 24 volunteers from The Big Brothers Big Sisters Program of the Mid-South and
teaching assistants from World Overcomers children’s school will help in assisting the facilitation of session
plans and educational activities ($0/session X 6 sessions). 5 volunteer physical education teachers across
Shelby County will be assisting and supervising participants in physical activity instructions and safety
precautions ($0/session X 6 sessions). 1 Anxiety/Mental Health counselor will help in observing participants
for evaluation throughout the program duration ($30/hr. per session X 4 sessions).
Space
The gym space will be needed for $100/hr. for 6 sessions.

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Equipment
One projector ($100) and projector screen ($125), one computer ($250) and one all-in-one printer ($175) are
needed to purchase for the program. 10 Fire Tablets ($50/each) will be provided as an in-kind support donation
to the program for session activities by Apostle Alton R. Williams, Senior Pastor of World Overcomer’s
Church. All sports/exercise equipment will be provided in the fee to rent the gym space at World Overcomer’s
Church Family Life Center.
Supplies
Various supplies are needed to conduct the project such as general office supplies, development and marketing
of program materials and physical activity materials. These costs also include all items necessary to implement
session plan activities. I anticipate general office supplies to be (<$175), including journals that will be given
during the first session ($100). Snacks for the program will be provided as an in-kind support donation from
Shelby County Schools meal program.
Incentives
This project is dependent on continuous and ongoing participation. As such, I am planning to offer a free 2-
hour play voucher to Jumping World In-Door Trampoline Park in Memphis, TN for participation in this
program. For budget purposes, I estimate a total of 105 people at all combined events and will budget
incentives at $11 per individual (105 people total X $11 = $1,650).

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BUDGET
Tierany Powell 43
UNIT &
SESSION
PLANS
UNIT PLAN
Program Name: Jump In. Jump Out.

Decision Makers: Apostle Alton R. Williams, World Overcomers Church summer camp Directors

Priority Population: Elementary School Students (3rd-5th grade)

Setting/Location: World Overcomers Church Family Life Center

Program Description: Jump In. Jump Out. is a program designed to give elementary school students the
strategies needed to prevent anxiety and further mental health issues in a fun and educational way.
Let’s Talk Mental Health! Let’s Get Active! Emotional Rollercoaster

“KICK OFF SESSION!”  Objective: To increase awareness
 Objective: Introduce what of anxiety prone behaviors.
Tierany Powell 44
physical activity is  Demonstrate different

 Objective: To educate movements/gestures associated
participants about anxiety/mental  Identify ways staying active can with anxiety (emotions) as a
health help manage moods and whole group
 Identify anxiety behaviors  Identify factors that cause worry,
triggers/emotions associated with fear, or frustration
mental health issues  Identify participants favorite  Identify what physical activities
 Introduce program physical activities stem happy moods
director/program staff by  Activity: Kahoot!
interactive skit presentation  Activity: Fitness Stations  Crossword Puzzle
 Activity: Which is which?
(Participants will engage with
staff members by matching
emotions performed from skit)
The Tortoise and The Hare Let’s Work Together Let’s Kick Anxiety!
 Objective: Introduce participants  Objective: To highlight the  “SHOWCASE/ FAREWELL
to different variations of physical importance of helping one another SESSION”
activity from a slow to fast pace. from learned behavior of staying  Objective: To celebrate what has
 Identify feelings/moods after low active. been taught so far and give
intensity and high intensity  Share what physical activities participants a chance to be
activities have been successful in helping creative and express what they’ve
 Compare and contrast two increase positive mood changes learned through an art form (song,
different types of physical  Identify how to successfully poem, etc.)
activities implement physical activity as a  In this session, participants will be
 Activities: Stretching & Relay prevention strategy of anxiety able to list 3 factors of anxiety and
Race 2 different physical activities they
 Activity: Partner/group plan to do at least 30 minutes a
discussion day to increase calmness and self-
esteem
 Activity: Create Your Own  Wrap Up: Post Test/End of
Physical Activity Prevention Program Checklist
Strategy
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SESSION
PLANS
Session 1: Let’s Talk Mental Health!

Behavioral Objective By the end of this session, 90% of the participants will be able to demonstrate two different emotions they have learned
relating to anxiety
Cognitive Objective By the end of the session, 85% of the participants will be able to identify triggers associated with anxiety/mental
health.
Affective Objective By the end of the session, 100% of participants will rate how well they learned about anxiety and mental health. (Color
Dots: Green = Well, Yellow= Not so well, Red = Not at all)
MAJOR SESSION Educating participants on the importance of different emotions we express related to anxiety
FOCUS
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
ORGANIZATION During the beginning of the session, all grade level participants will be come together on the gym floor in
preparation of the introduction of staff.
 Students will then be grouped according to grade level
 Participants will have 2 volunteers for each grade level during activity.
INTRODUCTION and Dance music beings to play…. Announcer speaks: “Welcome to The Jump In. Jump Out. Program!”
building Interest “Let’s Get Up and Dance!”
Pencils/Pens
SUPPLIES / Emotion Paper Fans
MATERIALS Index Cards
Tables/Chairs
Snacks
Goodie Bags
Warm up: Participants will be escorted to gym area after check in at front desk of Family Life Center, once in the
ACTIVITY gym, participants will be encouraged to make their way to the gym floor and sit wherever they would like, make a new
friend and talk amongst themselves.
Introduction: Announcer will come out and start welcoming students to the program. He/she will ask what grade
levels we have, participants are encouraged to scream their grade level, music will begin, and announcer will ask
everyone to start dancing and show off their best moves. After 1 minute, music will slowly fade, and announcer will
ask everyone to sit. He/she will ask “Are you ready to learn something new today, we have something important to
teach you so sit back, relax, be as quiet as you can and enjoy. Announcer leaves.
Demonstration: Program director and program staff perform skit based off Disney Pixar “Inside Out” film (learning
about different emotions). During the skit, performers will ask question to participants such as “Can you tell how I am
feeling?” Students are then encouraged to hold up their emotion paper fans determining the emotion being performed.
After the presentation/skit, participants are welcomed again, this time by program director and program staff. Program
director will express what they hope to achieve in educating the participants on anxiety/mental health.
Practice: Program director will explain instructions to the session activity. Participants will be informed to break out
into groups of 5 within their grade levels to tell one trigger related to anxiety they learned; in addition, each participant
will have a chance to demonstrate 2 emotions within their groups.
Application: Participants will join back together within their grade level groups. Each group of 5 will stand while the
others are seated. Those standing will perform one emotion in unison. Those seated will write on an index card: name,
grade level, session 1 and list two triggers of anxiety they learned today.
Cool Down: Participant’s index cards will be taken by their 2 volunteers. Student will then have a chance to mingle
with other participants. After a few minutes, each grade level will be called to tables to receive a snack and distributed
goodie bags. Parent/guardian should be present at this time. Before leaving each participant will be given three color
dots and asked to rate how well they learned about anxiety and mental health and stick them to the program bulletin
board. There should be a total of 105 dots. Children are then checked out and dismissed.
Minutes
TIME SCHEDULE 0-5 Introduction
5-15 Demonstration
15-20 Practice
20-30 Application
25-45 Cool Down/Closure
Ask children what was one thing about anxiety they learned today that they look forward to telling someone at home?
SESSION CLOSURE
Behavioral: # of participants who performed emotions gestures during presentation to grade levels
SESSION Cognitive: Participants who wrote and turned in index card listing triggers of anxiety
EVALUATION Affective: Participants will rate how well they learned about anxiety and mental health program with color dots on
session board.
SESSION 1 RESOURCES
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Session 2: Let’s Get Active!

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By the end of this session, 75 % of participants will be able to demonstrate at least 2 different physical activity
Behavioral Objective exercises.
Cognitive Objective By the end of this session, 90% of participants will be able to identify 1-way physical activity can enhance their mood
and/or behavior.
Affective Objective By the end of this session, 100% of participants will share with their small groups how confident they felt about
demonstrating the physical activity exercises.
MAJOR SESSION What is physical activity and what does it look like?
FOCUS
Participants will start off this session as a whole group (All grades together) seated on gym bleachers.
ORGANIZATION Children will transition to being grouped by grade level in small groups of 5, each grade will have 7 small groups.
3 sets (one for each grade level) of 5 total exercise stations will be located on the furthest ends of the gym floors.
105 children will be divided into 5 groups of 7 participants each.
Each child will be given 5 flags, each a different color.
There will be 5 volunteers facilitating each fitness station for each grade level.
INTRODUCTION and Does anyone want to share their favorite activity to do that involves moving (i.e. sports, dancing, tag)
building Interest
Tables (for stations)
SUPPLIES / Index Cards
MATERIALS Station posters (directions read aloud by volunteer)
Small speaker (dance station)
(List everything needed for this session)
Jump ropes
Hopscotch cloth
Hula Hoops
Introduction: Participants will begin this session by gathering as a whole group on the gym bleachers. The program
ACTIVITY director will welcome students back to another session of Jump In. Jump Out. Program staff will be presented on both
sides and in front of the bleachers assisting children with any needs as the program director speaks about what is to be
presented during this session. The program director will inform children that they will be learning about what physical
activity is and how we can use it to help manage our moods and/or behaviors.
Children will turn their attention to a projector screen displaying the meaning being active, various physical activity
forms and how it can help in their everyday lives. After the short video ends, the program director will ask children if
anyone would to share one of their favorite ways to stay active (responses will be recorded by program staff). The
program director will then ask all participants to make their way to the gym floor and spread out arm length from one
another. Program Staff will then tell children that they will demonstrate stretches and afterwards when they say “Jump
In. Jump Out” children will begin doing the stretches.
Demonstration: After one minute of stretching, children will be grouped into 5 groups with 7 participants for each
grade level. From here, children will be asked to sit. Each volunteer for the 5 stations will demonstrate how to perform
the activity to the participants, encouraging them to do their best and not give up.
Practice: Children will be given station instructions and asked to demonstrate the movement at each station one time
and move one to the next station. They will then start back at station one and asked to do as many reps of the activity
as they can.
Application: Children will be presented with 5 fitness stations to perform as many reps as they can within 30 seconds
before moving to the next station. Once the whistle blows, participants will remove one of their colored flags and place
them inside a basket in front of the station table. Each time the whistle blows, children will move to the next station.
All stations will be completed once all children are seated on gym floor.
Cool Down: Upon completing the 5 stations, each participant will gather with their small groups for short discussion
and write on an index card one way being active can help their mood/behavior. Children will be given a snack with
water before checkout from parent/guardians and dismissed.
Minutes
10-15 Demonstration
15-20 Practice
20-25 Application
25-30 Cool Down
35-45 Discussion/Snack
Participants will share with their group mates answering how confident they felt about performing the physical
SESSION CLOSURE activities and how these activities today made them feel (i.e. Are they happy, do they feel disappointed by any of the
activities?) Responses will be recorded by volunteers.
Behavioral: # of participants to successfully complete at least 3 fitness stations
SESSION Cognitive: # of participants who can give list 1 way being active will help their mood/behavior.
EVALUATION Affective: Each child who shares with group mates how they feel after performing the fitness station activity.
SESSION 2 RESOURCES
Tierany Powell 49
Session 3: Emotional Rollercoaster

Tierany Powell 50
Behavioral Objective By the end of this session, 95% of the participants will be able to demonstrate gestures associated with anxiety and
mental health disorders through movement.
Cognitive Objective By the end of this session, 90% of the participants will be able to successfully identify common factors associated with
anxiety.
By the end of this session, 90% of the participants will share what physical activities makes them feel happy
Affective Objective
MAJOR SESSION Bring awareness of anxiety related symptoms and behaviors
FOCUS
At the beginning of this session, participants will begin as a whole group.
ORGANIZATION As the session progresses, grade levels will be divided into small groups for lesson plan activity
Participants will continue in their small groups for worksheet activity
Can anyone give an example of something that may cause you to be fearful or frustrated (mad)?
INTRODUCTION and
building Interest
Tablets
SUPPLIES / Tables/Chairs
MATERIALS Index Cards
Pencils
Kahoot
Crossword Puzzle Worksheet
Warm-Up: Participants will begin grouped together, all grades included, seated on gym bleachers. During this time,
ACTIVITY program staff and volunteers are monitoring children’s safety and noise level. Program director will prompt children
by asking who would like to share an example of something that causes them to be scared or fearful. Participants are
given the opportunity to answer over microphone if they feel comfortable. Those who answer will be given a piece of
candy and thanked for their courage to participate. Program director will provide feedback from their responses (i.e.
asking how the fear goes away). Program director will explain to children that today we are learning how to notice
fears, worries and frustrations as well as determining what physical activities make us feel happy.
Introduction: Program Director will prompt participants with the saying “When I say Jump In. You say Jump Out.”
This is repeated two times. Director then tells children to head to the center of the gym floor and spread out arm length
apart. With the help of program staff, the program director will explain that the first activity is all about putting
movements/behaviors to worry, frustration and fearful emotions.
Demonstration 1: One member of the program staff will speak over the microphone and inform the children that we
are going to play the famous game Simon Says, then explaining the instructions and rules of the game. The program
staff will demonstrate one round of the game for the children first, then it will be time to play. The last participants
who are not eliminated will be given a gift. Demonstration 2: After Simon Says, children will break into groups and
prepare for a battle against the grades with a game of Kahoot! Program staff will inform children of instructions of
answering the correct question displayed on the projector screen. Each child in the group will take turn pressing their
answer choice to help their grade win. Practice 1: Participants will be given a practice round of Simon Says before the
real game begins. Students are encouraged to answer questions during this time about anything they do not understand.
Practice 2: Participants will be given a practice round of a Kahoot game likewise to the previous activity. Students are
also encouraged to ask any questions. Application Part 1: Participants will be spread out across the gym floor.
Program staff will call out commands of various movements that correspond with anxiety related behaviors such as:
stomping and/or showing a mad face; each child will mimic each movement. Every participant who does not follow
the command will be tagged by a staff member to sit on the floor from their standing position. The game will last 10
minutes. At the end of the 5-minute period, the last participants standing will receive a special goodie bag. Application
Part 2: Participants will be divided into five groups consisting of 7 participants within each grade level. Students will
gather with their groups at tables with one tablet. Students will be given instructions by program director about the
interactive game Kahoot. Each student will have a turn to tap the correct answer after deciding with their group. At the
end of the game, scores will determine which grade level scored the highest!
Cool Down/Closing: Participants will be given a word search to identify common factors such as behaviors and
triggers of anxiety. At this time, participants will also be given a snack and time to socialize until checkout.
Minutes
TIME SCHEDULE 0-3 Warm Up
4-6 Introduction
6-8 Demonstration 1
8-13 Demonstration 2
13-18 Application 1
19-29 Application 2
30-45 Cool Down/Closing
Participants will be given an index card with their name and grade. They will inform program staff of at least one
SESSION CLOSURE physical activity that brings them happiness, fold their index card in half and place it in the sharing jar.
Behavioral: # of children who participate in Simon Says

SESSION Cognitive: # of children who successfully complete their word search
EVALUATION Affective: # of children who shared at least one activity in the sharing jar
SESSION 3 RESOURCES
Tierany Powell 51
KAHOOT!
Test your knowledge on what you have learned so far!
Directions: Work together with your group to choose the best answer to each question. (Further instructions
will be given by volunteers for each group)
Tierany Powell 52
SESSION 3 RESOURCES (CONT.)
Word Search
Directions: Can you find all 10 words/phrases that are related to anxiety?
Tierany Powell 53
Session 4: The Tortoise and The Hare

By the end of this session, 100% of participants will be able to demonstrate one (1) low and high intensity physical
Behavioral Objective activity
By the end of this session, 95% of participants will be able to explain the difference between a low and high
Cognitive Objective intensity physical activity.
By the end of this session, 100% of participants will be able to express 2 ways both or either activity made them
Affective Objective feel.
MAJOR SESSION Compare and contrast low and high intensity physical activities
FOCUS
During the beginning of the session, participants will begin being seated on gym bleachers.
ORGANIZATION The session will progress, dividing all participants into two large groups within each grade level
Participants will remain in their groups during transition of two different activities.
Participants will gather in sharing circle, giving two ways they felt about both activities
INTRODUCTION Can you name one slow and one fast physical activity?
and building Interest
Hulu Hoops
SUPPLIES / Balls
MATERIALS
Warm up: During the beginning of this session, children will be given instruction once they check-in
ACTIVITY to be seated in the gym bleachers. Program director and program staff will open the session by asking
the participants how they are feeling today and one interesting thing that they want to share with the
group if they feel comfortable (this could be anything, what they ate for breakfast, what tv show they
watched last night, etc..) Introduction: Program director will introduce today’s session in an
interesting way. “By show of hands, who knows the story about the tortoise and the hare?” After
children response, program director will introduce the session by explaining the famous children’s
book story and inform participants that today they will be learning how slow and fast paced activities
are similar and different. Children will be given this time to ask any questions before activities begin.
Afterwards, the program director will inform the children of the activities: yoga and a relay race.
Demonstration: At this time, program staff will randomize students and they will be divided into two
large groups consisting of each grade level. Program staff will explain that each group will alternate in
completing both activities with 5 minutes in duration. Program staff will demonstrate to both groups
the stretching activity and the relay race. Application: At this time, the gym divider will be lowered
separating the two large groups. Those who are participating in stretching will be instructed to start off
with deep breaths before each movement. Students will be given 4 different stretching positions and
follow along with the program staff member who is instructing each movement. Student will hold
each post for at least 15 seconds but are encouraged to not overstretch to avoid hurting themselves.
The stretches performed will be present on large posters along the gym walls, this way students will
have an additional reference to refer to. One the opposite end of the divider, the other groups will be
divided again into two smaller groups. Each group will work together to complete a series of smaller
races in which the order will be a crab walk, hula hoop spin, and throwing a basketball into two
buckets to make a shot. Students will form two separate lines competing with the person right next to
them. A program staff member blows a whistle for the first pair of participants to begin. Students will
go as fast as they can through each part of the race, once they have successfully made a shot, students
will run back and tag another team member. At the end of the 5-minute period, students will then
alternate and be given instructions for the new activity they are starting. Cool Down: Once each of the
large groups have completed both activities, they will be instructed to be seated at the tables located
around the gym. Program staff will hand out stickers to each participant for their hard work and
cooperation. Students will then be given their snack and complete a short questionnaire that will be
turned in to a program staff member before their dismissal.
Minutes
TIME SCHEDULE 0-3 Warm Up
3-5 Introduction
5-10 Demonstration
10-30 Application
30-45 Cool Down
Students will give a written response on one comparison and one contrast of the activities they
SESSION CLOSURE performed today.
Behavioral: # of participants who participate in both the low and high intensity activity
SESSION Cognitive: # of participants who were able to give both a comparison and contrast of the activities
EVALUATION Affective: # of participants who share with their group 2 ways each activity made them feel
Tierany Powell 54
SESSION 4 RESOURCES
Stretching Activity
Directions: Hold each stretch for at least 15 seconds but be careful not to stretch too hard!
ALWAYS release your stretch if it begins to hurt!
Tierany Powell 55
Session 5: Let’s Work Together

By the end of this session, 100% of participants will be able to show partner/group member one way they
Behavioral Objective use physical activity to prevent anxiety.
By the end of this session, 95% of participants will be able to list two ways physical activity has
Cognitive Objective promoted positive mood changes from their learned behavior within the program.
By the end of this session, 100% of participants will be able to share with a group member what physical
Affective Objective activity they believe is the most beneficial in prevention of anxiety.
MAJOR SESSION Promoting the importance of staying active within peer groups while building interpersonal skills
FOCUS
During the beginning of the session, participants will begin being seated on gym bleachers
ORGANIZATION Participants will transition from a whole group and break out into smaller groups
Session will end with all grade levels joining back together while seated on gym floor
INTRODUCTION and Who can share one way working with a partner or as a group can be good when solving a problem?
building Interest
Pencils/Paper
SUPPLIES / Index Cards
MATERIALS
Introduction: Participants will be seated on gym bleachers at the beginning of the session. The program
ACTIVITY director will introduce today’s session by asking the participants “What is one way working together as a
group can be good when solving a problem?” At this time, participants will volunteer to answer the
question. Following this, the program director will then explain the goals of today’s session.
Demonstration: The program director informs the participants that today’s session is all about working
together to solve a problem related to anxiety. She explains that by doing this, the participants will have a
better understanding of how to help when they may encounter someone who is experiencing anxiety,
especially among their age group (i.e. at school, friends around their neighborhood, and/or siblings.). The
program director tells the participants to turn their attention to three program staff members that are on
the gym floor. The program staff performs a skit in which one group member is suffering from anxiety
while the others work together to help them relieve this behavior from the strategies, they learned from
Jump In. Jump Out. After their performance, the program director informs the participants that now it is
their turn to give it their best shot in helping their peer from their learned behavior so far in the program.
Application: During this time, the program staff will ask all grade levels to report to the gym floor where
they will be divided into 7 groups, each consisting of 5 participants. While in their group, program staff
will pass out 5 different sheets of paper with each stating a symptom related to anxiety. Each group
member will have a turn expressing the symptom on their sheet. At the beginning of the activity, each
participant will be informed to turn their sheet of paper around so that their groups members will be see,
this will be a good way to determine if the group can work together to first solve the symptom, then find a
strategy of physical activity that can be used to promote relieving the symptom. Now, the participants will
take turns creatively describing their symptom, other group members will then huddle together to create a
scenario of what role each of them will do, including what they will say to express empathy as well as
how they will give examples of what they learned. Some questions the group may ask may be “Are you
feeling anxious?” Is there anything we can do to help?” After this, the group members will share a similar
moment of when they felt the emotion/symptom their group member was experiencing. Collectively, they
will inform how they have learned different physical activities that could help! At the end of the session,
each group member will record all 5 symptoms presented, along with the strategy they created on an
index card. The group will give all 5 cards to a designated program staff member.
Cool Down: Participants will stay in groups during snack time, following will be dismissal/checkout.
Minutes
5-15 Demonstration
15-35 Application
35-45 Cool Down
Group members will share among each other one physical activity they feel is the most beneficial and
SESSION CLOSURE why?
Behavioral: # of participants who demonstrate at least one physical activity to their group
SESSION Cognitive: # of participants who can list at least two ways staying active has helped their lifestyle
EVALUATION (including mood)
Affective: # of participants who share with their groups what physical activity they believe is beneficial in
preventing anxiety.
Tierany Powell 56
Session 5 Resources
Tierany Powell 57
Session 6: Let’s Kick Anxiety!

By the end of this session, 90% of participants will be able to demonstrate their knowledge of anxiety and
Behavioral Objective staying active.
By the end of this session, 100% will be able to list 3 factors of anxiety and 2 ways they plan to use
Cognitive Objective physical activity for at least 30 minutes a day
By the end of this session, 100% will be able to share their knowledge of 2 ways physical activity has
Affective Objective been beneficial to them.
MAJOR SESSION Celebrating our knowledge of learning how staying active can prevent anxiety!
FOCUS
Participants will start as a whole group with all grade levels present and seated on gym bleachers
ORGANIZATION During the session, participants will transition, one group as a time to perform their creative art form
At the end of the session, participants will form back as a whole group
INTRODUCTION and “Who’s ready to kick anxiety!”

building Interest
Tables/Chairs
SUPPLIES / Noise makers
MATERIALS Pencils
Post Test
Introduction: The last session of the Jump In. Jump Out. program will begin with program director and
ACTIVITY program staff giving each participant a noise maker. At the beginning of the session participants will be
asked “Who’s ready to kick anxiety!” A program staff member will run from one end of the gym
bleachers to the next with a huge poster that reads “Make Some Noise!! (blow on your noise makers).
This will be repeated twice. The program director will express how much it has been a pleasure to work
with each grade level and participant. She will also express that because this is the last session, it is time
to have a blast of fun! The program director will explain to the participants that they will be broken into
their groups that were assigned to them to perform their creative art form they have worked on outside of
the program sessions.
Application: During this time, each group will be introduced with a creative name chosen from a hat by
one of the program staff. Those who are not performing will be seated on gym bleachers and give their
attention to the group that is present on the gym floor. Each group member will have a speaking part of a
rap, song, or poem that the group has chosen, each art form will be between 45-55 seconds. This will be
repeated until every group has performed.
Discussion/Post Test: After their performances, each group will find a space on the gym floor and have
their last sharing circle. Each participant will stand in front of their group, for evaluation purposes, they
will state their name and grade, and explain 2 ways physical activity has helped them become more
confident and feel calmer afterwards. (Responses will be recorded on final session checklist). Once each
group has finished sharing, they will spread out to take the end of session posttest.
Cool Down/Social Time/Farewells: After all posttests have been taken up by a program staff member,
children will be encouraged to find a friend, socialize and have free play as well as receive a special
snack: cupcakes, candy bags and drinks as our way of saying thank you for your participation! Program
director and program staff will say their farewells as each participant is being dismissed.
Minutes
5-17 Application
17-27 Discussion/Post Test
27-45 Cool Down/Social Time/Farewells
Program Director and Program Staff will chant: “We’ve had a blast jumping in and jumping out! If you
SESSION CLOSURE feel the same, scream and shout!”
Behavioral: # of participants who perform a creative art form (song, rap, poem etc.)
SESSION Cognitive:
EVALUATION Affective: # of participants who successfully share at least 2 ways physical activity has helped them feel
calmer and more confident in themselves and their abilities.
Tierany Powell 58
SESSION 6 RESOURCES
Directions: Before you begin, please write your name and grade at the bottom of this test.
Please answer each question with your best answer!
Tierany Powell 59
Appendix 1
Self-Evaluation
Tierany Powell 60
_____/115
Final Program Paper Grading Rubric

5 3 0
Specific Program Site, Decision Makers, General Program Site and some of the
Preliminary
Stakeholders, and Gatekeepers clearly Decision Makers, Stakeholders, OR Criteria not identified.
Information
identified. Gatekeepers identified.
Health Problem Health problem identified and explained Health problem identified and explained Specific health problem is
(From Research) in detail. very generally. not explained.
Detailed prevalence rates provided in
Prevalence Some prevalence rates provided in broad Prevalence rates not
broad and specific terms with appropriate
(From Research) or specific terms. provided.
references.
Cost of health problem (economic and
Cost Cost of some aspects of health problem Cost of health problem not
social) clearly identified in detail with
(From Research) presented. presented.
appropriate references.
Identifies specific BEHAVIORS that Identifies general behaviors that
Contributing
contribute to the health problem and contribute to the health problem and Did not identify
Behaviors
things that may influence behavior things that may influence behavior BEHAVIORAL influences.
(From Research)
choice. choice.
Identified & described specific priority
population (potential predisposing,
Identified specific priority population and Did not identify priority
Priority enabling, reinforcing factors). Clearly
some general characteristics. Identifies population characteristics.
Population showed relationship to the priority
why it’s a health problem OR why the Did not show relationship to
(From Research) population by addressing why it’s a
health problem should be addressed. priority population.
health problem and why the health
problem should be addressed.
Other Identified and described 2-3 other Identified and described at least one other Did not identify any other
Programs programs/intervention focusing on the program focusing on the same health programs focusing on this
(From Research) same health problem, provided overview. problem. health issue.
Identified and described in detail health
behavior theory and constructs used to Identified health behavior theory and Did not identify a health
Theory select strategies and explained in detail explained generally how it will inform the behavior to guide program
how it is a good fit for this program. development of this program. development.
Links program components to theory.
Proposed Identifies the who, what, when, and Identifies some components of the
Solution / where of the proposed solution to the proposed solution to the problem
Did not identify the proposed
Program problem (program, project, or (program, project, or campaign).
solution to the problem.
Overview campaign), and defends why it will be Researched defense of why it will likely
(From Research) likely to work with research. work is missing or lacking.
Goal/Mission is stated appropriately.
Goal/Mission is stated.
All Objectives are stated and adhere to
Strategic Plan All objectives are stated but do not meet Mission, Goals or some of
ABCD guidelines and are stated, precise
ABCD guidelines. Offer some direction the Objectives not included.
and measurable, and clearly direct
to development of the program.
program development.
Went above and beyond required number
Did a very good job of researching the Did not use peer reviewed
of referred peer reviewed journal articles
required number of referred sources and sources or utilize resources
Research and used them to support the health
used them to support the health problem effectively; did little or no
problem and behavioral influences on the
and behavioral influences on the problem. fact gathering on the topic.
problem.
All references are cited in text using Most references are cited in text using References are not cited in
Citations in text
correct format. correct format. text at all.
Tierany Powell 61
Bibliography is accurate, complete and Bibliography is incomplete

Bibliography is accurate and complete but
Bibliography adheres to the APA format. and/or does not conform to
has some format errors.
stated format.
5 3 0
Evaluation Detailed, clear evaluation plan for each General evaluation plan for some No evaluation plan provided.
program objective. objectives.
Implementation Detailed implementation plan provided. General implementation plan provided. No implementation plan
provided.
Marketing Detailed marketing plan and professional Marketing plan not included OR low- No marketing plan and/or
quality materials (PSA, news release, quality marketing materials (PSA, news some marketing materials
flyer, brochure, electronic media) release, flyer, brochure, electronic were not included
media)
Budget Budget justification and detailed budget No justification and a general budget. No justification and no
with clear justifications. budget.
Unit Plan Session overview is presented with Session overview is presented but Session overview is not
appropriate sessions that are adequately sessions are questionable and not presented.
progressive. progressive.
Strategies Strategies will be attractive to participants Strategies will be attractive to participants Strategies are not a good fit
and will be likely to lead to the desired OR will be likely to lead to the desired for participants OR to
outcomes (good fit with objectives). outcomes (good fit with objectives). achieve the objectives.
Session Plans All session plans include SMART Session plans include objectives, and Session plans not provided.
objectives, organization, session some activities to promote stated purpose.
overview, time, and detailed & OR some session plans missing.
appropriate activities for stated purpose.
Resource All resource materials were included as Some resource materials were included. Resource materials not
Materials described in each session. Materials were provided.
detailed and easy to understand.
E-copy of Professional quality. E-copy of high quality. E-copy lacks neatness and
E-Copy Neat
orderliness. Hard to
and orderly
understand and follow.
Writing lacks logical
Writing is logical, appropriate word organization and coherence,
Writing is clear, effective and engaging
choice, sentence and paragraphs meet word choice is elementary,
Writing Style word choice, consistent well-developed
minimal requirements (3 sentence and/or paragraphs
and Mechanics sentences and paragraphs throughout,
sentence/paragraph), minimum errors in are underdeveloped, Multiple
Free of punctuation, spelling, etc. errors.
spelling, grammar, etc. mechanical errors (spelling,
grammar, etc.)

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Jump In. Jump Out.

A Program Using Physical Activity to Prevent Anxiety/Mental Health

Mrs. Angela Simonton

Camp in the city of Memphis, TN.

want to be a part of it, it is only right that their decision is validated.

there are no participants for a health program, there is no program.

Jump In. Jump Out.

stressors (“Anxiety and depression in children: Get the facts,” 2020).

of diagnosis is based on the grounds of older-aged elementary students as well as a parent/caregiver’s

alleviate these costs within the United States.

and mental health.

change in their anxiety and mental health.

FRIENDS for Life

Teacher Anxiety Program for Elementary Students (TAPES)

Teacher Anxiety Program for Elementary Students is a novel teacher-administered, school-home

teachers' skills and student functioning in school and at home.

Journey of the Brave

program to consider regarding different measurements of anxiety prevention programs.

observational learning, and outcome expectations.

that are incorporated.

Observational Learning is a construct or method of learning that is comprised of observing and

strategies such as physical activity to counteract the issue of anxiety.

Anxiety. (n.d.). Retrieved August 27, 2020,

http://edsight.ct.gov/SASPortal/main.do. Accessed 28 Aug 2018.

MI: HighScope Press.

and Adolescent Mental Health, 25(2), 102–109. https://doi.org/10.1111/camh.12366

Gilmore, G. D. (2013). Enabling Factors. Retrieved September 13, 2020, from

(TAPES): intervention development and proposed randomized controlled trial. Trials, 20(1), 792.

Published online before print October 12, 2018. https://www.jpeds.com/article/S0022-3476(18)31292-

study. Retrieved September 12, 2020, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3374847/

Kendall, P.C., Compton, S.N., Walkup, J.T., Birmaher, B., Albano, A.M., Sherrill, J., … Piacentini,

J. (2010). Clinical characteristics of anxiety disordered youth. Journal of Anxiety Disorders, 24, 360–

Retrieved August 28, 2020, from https://pubmed.ncbi.nlm.nih.gov/16075454/

August 28, 2020, from https://www.verywellmind.com/anxiety-and-self-esteem-1393168

react appropriately to the burden of mental disorders? EMBO reports, 17(9), 1245–1249.

prevention program at an elementary school in Japan: a quasi-experimental study. Child Adolescent

Psychiatry Mental Health 12, 33 (2018). https://doi.org/10.1186/s13034-018-0240-5

September 13, 2020, from https://www.relias.com/blog/childrens-mental-health-services-are-lacking

Wergeland, G.J.H., Fjermestad, K.W., Marin, C.E., Haugland, B.S.M., Bjaastad, J.F., Oeding, K., …

for anxiety disorders in youth. Behaviour Research and Therapy, 57, 1–12.

Jump In. Jump Out.

1. Program Objective 1 (Behavioral)

a. Strategy to accomplish Objective 1:

2. Program Objective 2 (Cognitive)

a. Strategy to accomplish Objective 2:

Program Objective 3 (Affective)

a. Strategy to accomplish Objective

The impact of this program will be evaluated by the following:

The Program Behavioral Objective will be determined by documentation of minutes of physical

participant shared in the final lesson.

Behavioral Evaluation Tool

Cognitive Evaluation Tool

Affective Evaluation Tool

Program: Jump In. Jump Out.

Marketing/advertisement for Program May 2021 Social Media/Printing Supplies Planning

Print Materials: Flyer, Tri-Fold Brochure

Networking Arrange face-to-face meetings to establish direct communication with Apostle