---
title: Results & Impact - Capable - From the head, to the heart - CRISE - UQAM
description: Nos programme augmentent le répertoire de stratégies d’adaptation des enfants, améliorent les habiletés associées à la réussite scolaire et ont des effets positifs sur le climat de classe. Capable est une initiative CRISE de l’Université du Québec à Montréal (UQAM) pour faire la promotion de différents programmes d'intelligence émotionnelle et de stratégies d'adaptation.
image: https://www.capable.info/hubfs/CAP_Mat%C3%A9riel_web/Photos/Capable_2_enfants_ordinateur.png
---

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- Home 
    - [About](https://www.capable.info/en/about)
    - Ressources
- Programs 
    - [Zippy's Friends](https://www.capable.info/en/zippy)
    - [Apple's Friends](https://www.capable.info/fr/pomme-1)
    - [Passport: Skills for life](https://www.capable.info/en/passeport)
- [Results & Impact](https://www.capable.info/results-impact)
- School professionals 
    - [Teachers](https://www.capable.info/en/teacher)
    - [Administrators](https://www.capable.info/en/school-administrator)

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[fr](https://www.capable.info/fr/impacts-mesures)

# Results & Impact 

 

Our programs increase children's use of effective coping strategies, improve their emotional intelligence and social skills associated with academic success, and positively affect the classroom environment.

## Evaluation of Zippy

**Program Evaluation in Quebec **  
Professor Brian Mishara, director of CRISE, and Sarah Dufour, professor at the Department of Psychoeducation, University of Montreal, conducted research funded by the SSHRC to assess the effects of the program on Quebec children. This study made it possible to understand whether the expected results were observed in Quebec students and to verify, through a quasi-experimental design, changes that had only been documented qualitatively during previous evaluations (eg classroom environment). 

Two-thirds of the teachers have perceived changes in the children they associate with the program, Zippy's friends. For example, a teacher noticed that "some children can better talk about what they feel. They are better at admitting feelings like jealousy and anger. They manage to verbalize and express themselves better than before. » P.17. In general, teachers noticed greater student participation in class, a change in children's verbal exchanges and better communication in conflict resolution (Dufour, S., 2005).

Impacts observed in children.

The program was equally effective for boys and girls. Keeping in mind that these children are functioning within the normal range, there was a modest effect on increasing the coping strategies targeted by the program.

Participation in Friends of Zippy was also associated with greater cooperation and autonomy and less internalized behaviours. (Dufour, Denoncourt, and Mishara, 2011)

[Click here to see the results from the study conducted in Quebec.](https://zippy.uqam.ca/documents/evaluation/faits_0405.pdf)

 

## **Program Evaluations Worldwide**

United Kingdom, 2018

Type of study: Randomized controlled trial, validated scales.  
Date of realization: 2016-17  
By: Queen's University Belfast, funded by the Education Endowment Foundation  
Number of children: 3904

**Important benefits:**  
• Improved self-regulated learning (reported by teacher)

• Very positive evaluation of the process by the teachers

**Read the report:** https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/zippys-friends

CZECH REPUBLIC, 2016 Type of study: Randomized controlled trial, own questionnaire (not validated)  
Date of realization: 2015-16  
By: Consortium of Prague Scholars  
Number of children: 807

**Important benefits:**

• self-regulation  
• cooperation with peers  
• special advantages for children with SEND

Article published: Not yet available

**Read the report:**  
https://www.partnershipforchildren.org.uk/uploads/Files/evaluation/Evaluation\_Report\_ZippiesFriends\_Czech\_Republic.pdf

NETHERLANDS, 2016 Type of study: cluster randomized controlled trial, validated scales  
Date of realization: 2012-14  
By: The Trimbos Institute  
Number of children: 1,177

**Important benefits:**  
Improvement in:  
• recognition of emotions  
• adaptive coping skills  
•motivation

**Reduction of:**  
• hyperactivity  
•aggressive behaviour

No significant findings in teacher reports

Article published: Not yet available

**Read a summary of the report:**  
https://www.partnershipforchildren.org.uk/uploads/Files/evaluation/Trimbos%20Evaluation.pdf

NORWAY, 2012

Type of study: Randomized controlled trial, validated scales  
Date of realization: 2007-08  
By: Center for Mental Health for Children and Young People, Eastern and Southern Norway  
Number of children: 1,483

**Important benefits:**  
Improvements in:  
•Coping skills  
• Class climate  
•Academic skills

**Reduction of:**  
•Intimidation  
• Impact of mental health issues

**Articles published:**  
Solveig Holen, Trine Waaktaar, Arne Lervåg & Mette Ystgaard. The effectiveness of a universal school curriculum on coping and mental health: a randomized, controlled study by Friends of Zippy. Educational Psychology: epub ahead of print. DOI:10.1080/01443410.2012.686152When conducted: 2007-08

IRLAND, 2010 Type of study: Randomized controlled trial, validated scales  
Date of realization: 2008-09  
By: Center for Health Promotion Research, National University of Ireland at GalwayClarke, A.

**Significant benefits**  
Improvements in:  
• Emotional Literacy  
•Coping skills  
• Classroom relationships

**Reduction of:**  
• Hyperactivity

## Evaluation of Passport 

With funding from the Public Health Agency of Canada, Passport:Skills for Life was developed by a multidisciplinary team at [CRISE](http://www.passeportsequiperpourlavie.ca/language/en/about-us/) following consultations with some 40 educational, health and community organizations. From 2011 to 2014, the programme was assessed with 2,131 Francophone and Anglophone children and 131 teachers in Québec and Ontario (including disadvantaged and indigenous schools).

## The Results

show the program has an impact. 

TOUCH

INCREASE CHILDREN'S USE OF HELPFUL COPING SKILLS AND THEIR ABILITIES TO RECOGNIZE AND EXPRESS EMOTIONS

INCREASE CHILDREN'S USE OF HELPFUL COPING SKILLS AND THEIR ABILITIES TO RECOGNIZE AND EXPRESS EMOTIONS Also, significant improvements in social skills: cooperation, assertiveness, empathy and self-control.

TOUCH

IMPROVES SKILLS ASSOCIATED WITH ACADEMIC SUCCESS

IMPROVES SKILLS ASSOCIATED WITH ACADEMIC SUCCESS Increased class participation. Better predisposition to learning.

TOUCH

POSITIVE EFFECTS ON THE CLASSROOM CLIMATE

POSITIVE EFFECTS ON THE CLASSROOM CLIMATE More support and respect. Decrease in problematic behaviours such as impulsivity, aggressiveness and agitation. 

## Observed effects

about the children by their teachers after an auto-evaluation.  

TOUCH

INTEGRATION OF EMOTIONAL LANGUAGE

INTEGRATION OF EMOTIONAL LANGUAGE

Children more frequently express feelings and can talk about difficult concerns 

TOUCH

EMPATHY AND MUTUAL SUPPORT AT SCHOOL

EMPATHY AND MUTUAL SUPPORT AT SCHOOL

Better collaboration and mutual support in groups of children both in and out of the classroom.

TOUCH

CHILDREN DEVELOP CLOSER RELATIONSHIPS

CHILDREN DEVELOP CLOSER RELATIONSHIPS Children knew other children better and were more understanding of their troubles.

TOUCH

CHILDREN WERE MORE ABLE TO ASK FOR HELP

CHILDREN WERE MORE ABLE TO ASK FOR HELP Children ask for more help from an adult or a peer to help deal with everyday challenges. 

## More details on

## Scientific Evaluation Results

#### Zippy's Friends

Program Evaluation

[![Les_amis_de_zippy_01](https://www.capable.info/hs-fs/hubfs/CAP_Mat%C3%A9riel_web/Mat%C3%A9riel%20programmes/Les_amis_de_zippy_01.png?width=227&height=250&name=Les_amis_de_zippy_01.png "Les_amis_de_zippy_01")](https://maka-agency-4740449.hs-sites.com/power-theme-case-study)

[Discover the evaluation method, the theoretical foundations and the results in the Friends of Zippy section](https://www.capable.info/en/zippy?hsLang=en)

#### Passeport: Skills for life

Program Evaluation

[![Passeport_Equiper_pour_la_vie_01](https://www.capable.info/hs-fs/hubfs/CAP_Mat%C3%A9riel_web/Mat%C3%A9riel%20programmes/Passeport_Equiper_pour_la_vie_01.png?width=228&height=250&name=Passeport_Equiper_pour_la_vie_01.png "Passeport_Equiper_pour_la_vie_01")](https://maka-agency-4740449.hs-sites.com/power-theme-case-study)

[Discover the evaluation method, the theoretical foundations and the results in thePasseport: Skills for life section](https://www.capable.info/en/passeport?hsLang=en)

![Capable_header_enfants_top_la](https://21306254.fs1.hubspotusercontent-na1.net/hubfs/21306254/Capable_header_enfants_top_la.png)

### Schedule a session to explore the programs

[Discover our Programs](https://www.capable.info/zippy?hsLang=en)

"I have a student who never participates in class except now when it's time for Passport: Skills for life"

Primary Teacher

“Children are not afraid of judgment from others. They participate freely in the program".

2nd Grade Teacher

“A climate of trust was established in the group. The children were respectful of each other in and out of class".

5th Grade Teacher

"The easy to use turnkey aspect of the programme is exceptional and makes it easy to deliver."

School Director

"I learned that you don't have to be a star or someone else to be unique, you are unique just the way you are. I learned that we are all different. »

Child, Secondary School

"I really enjoyed doing this program. I now have a  lot of strategies in mind. Thank you for everything!".

Child, Secondary School

"I found it very fun. My son would have liked it to be longer. It was really fun to do the activities as a family since we don't talk about these things as a family enough. Thanks very much!".

Parent

"It's very appropriate timing, especially since there's the transition into secondary school which is an important change. Discussing the changes and the grieving process is essential! Well done!"

Parent

![L_Capable_RVB_Logo_Signature_EN](https://www.capable.info/hubfs/L_Capable_RVB_Logo_Signature_EN.png "L_Capable_RVB_Logo_Signature_EN")

## [CRISE ](http://www.crise.ca/)is an interdisciplinary research centre at the Université du Québec à Montréal (UQAM). The research centre collaborates with practitioners, organizations and program planners to promote suiacide prevention research. 

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