Sharing What Works - Snapshots

Beginning Teacher Time Release Program - Tas

First time teachers and their principals who took part in the Beginning Teacher Time Release professional development program last year have given the innovative scheme their strong endorsement. The Government recognized that teachers face additional demands in their first year of employment after graduation and the program was designed to give them the support and encouragement to develop their skills and confidence as soon as possible.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

Case management training for school staff - ACT

During 2001, case management training was offered to targeted and interested teaching staff from ACT high schools and colleges. The two day intensive course leading to a Certificate 3 in Community Services was designed to provide teachers of young people aged 12-19 with links and skills for directing students at risk to the appropriate services available in the ACT.

Participating schools ensured that at least 10% of their staff were involved. In particular, participants in the course commented on the help it provided for young men at risk.

Schools used their professional development funding and accessed Healthpact grants to fund the training. The course was run by Community Education and Training, a low cost registered training organisation funded by OTAE.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

Getting help before it is too late, Pre-Court Diversion Scheme - NT

As a result of an ongoing dispute - originating in school and extending to other family members - a 16-year-old non-indigenous young person caused $2,000 damage to a motor vehicle. The young person had not previously been involved in any criminal behaviour.

This ongoing dispute, the seriousness of the offence and the lack of a criminal record indicated that a victim-offender conference would be the best way to deal with this matter. Initially the young person and the victim agreed to participate, but the young person did not want her family involved, as she had not informed them of what had occurred. The victim later refused to attend the conference and appeared hostile. Without victim (or representative) participation it was decided that a family conference would be more appropriate.

The young person had left home and was residing with other family members. She had dropped out of school during Year 12 and had limited work experience with any regular employer. Her interaction with peers was becoming aggressive and she was involving herself in increasing bouts of anti-social behaviour. This affected her self-esteem and reduced her capacity for positive social interaction with her family and friends.

In the resulting family conference, the young person stated she was sorry for the stupidity of her actions. A proposal to send a written apology was, unfortunately, rejected by the victim. As an outcome of the conference, the young person agreed to participate in a 25-hour community service program over two weeks. This program involved a variety of tasks including filing, photocopying and other reception duties at a youth facility, which included the responsibility for petty cash. She also assisted with the supervision of children in a vacation care program and attended to cleaning duties. This program was completed with a positive and complimentary report from the program provider. The program provider has offered to mentor the young person if she returns to study and would employ her if there was sufficient funding.

The program provided the young person with career options and other support and assistance and she is now considering returning to study and completing a Certificate III in Early Childcare.

In the 12 months since this offence was committed, this young person has not re-offended or come to Police notice. 

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

Wraparound - SA

Wraparound is an innovative new project, funded by DHS and DETE bringing together partnerships at every level of planning and implementation. Its core principles are strengths-based planning, thinking outside the square in planning interventions, and respect for the central role of students and their families in planning for their support. The "partners in planning" have needed to reflect the same collaborative and respectful processes in place at the service delivery end of the work.

The Wraparound Project, based on a US model is the first of its kind for SA and involves four schools in the inner southern area of Adelaide, Mitcham Girls' High, Pasadena high, Cabra College and St. Bernadette's Primary. Services are being delivered jointly by Centacare and Baptist Community Services, employing between them two part-time Wraparound Facilitators and a Coordinator.

Already some significant outcomes for students at risk are observable. At one school, a homeless student in her final year of school, after living in several different accommodation arrangements has managed to achieve stability and rebuild a support network around her. Two of her "support persons" attended a Wraparound meeting with her, the school counsellor and the Wraparound Facilitator, and together developed a Wraparound support plan, using all of the resources within their own and the school's network. This student's goal of completing year 12 is well on its way.

Another family, involving a single parent and four children who have participated in Wraparound has noticed substantial differences as a result of Wraparound. This parent was antagonistic towards services as she had lost her confidence in "the system". She felt pushed around, misunderstood, not listened to and she felt her role as a parent had been undermined. However, in the wrapround meeting, after just 3 months work the parent was in the "driving seat" of the process. The parent's level of confidence was apparent when she cleverly advocated for her children's' needs, succeeding in stating when she felt that they were not adequately met. The Wraparound process is also working at building her own resources towards a time when she will be less reliant upon the Service System.

Collaborative planning is not new. It is what all good case managers strive for. What is new in the Wraparound process is the focus placed on the students and their families, They are central to the process and decide who the members of their support team will be. What is also new is the emphasis on building the informal support networks to decrease the reliance upon the formal support system. We do this by ensuring that the team which supports the young person and their family comprises a majority of people who are "non-professional".

Wraparound is a new way of supporting students and families flexibly, creatively and systemically. As schools and agencies identify themselves as Wraparound schools and services, they too are challenged to meet the needs of their students and clients in more flexible and respectful ways.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

Take Charge Project, Bayside/Kingston - Vic

The Take Charge Project, primarily undertaken for the prevention of school exclusion, is a collaborative project to develop individualised group support for 16 identified young people at risk. The main objective was to test a model for intensive support to at risk students and their families, to improve school engagement and prevent school exclusion. It was designed as an action research project to explore positive alternative strategies for dealing with non-attendance - at both an individual student level and at the broader, systemic, school cluster level.

The project, linking in with the Department of Education and Training 'Patterson Project', developed an individualized student group support system, a flexible case management approach alongside curriculum flexibility, and a focus on building in links between families, schools and community agencies. The Patterson Project was responsible for designing and running an 8 week off-campus group, for 1-2 days per week during school time.

The project built on a number of previous projects undertaken by Southern Family Life, which had nominated school exclusion as a critical factor for attention. In particular, it had been stated that many of the young people excluded from school actually liked school and wanted to attend, but did not like how they were treated.

Options: This project provided the schools with a model for working with young people at risk and broadened their understanding of the problems for this group, their own and their parents' hopes and desires and ways of engaging this group using varied and flexible approaches. Other schools have heard of the project and have asked for 'a Take Charge Project in our area'. The Report and Resource Kit are significant products from the project, each having a depth of material and information.

Each student developed their personal life plan; a personal resume documenting their achievements to date; a list of their own concerns and recommended actions; a timetable for their current activities; strategies for dealing with difficult people in their lives; and evaluations of the Take Charge Program. They reported reduced at risk behaviour; a more positive approach to confrontation and conflict; improved approach to learning, and a stronger sense of hope and future planning.

The main changes, as a result of this project, have been as follows:

• The schools involved have changed their approach to working with these young people, ensuring a broader, more encompassing methodology, bringing in parents and ensuring sound levels of support for students and parents.
• The project has encouraged schools to broaden their view of their overall responsibilities with this target group and to ensure that additional resources will encourage these young people to continue in school and complete their education. Note: This project has an extensive report completed, as well as a Resource Kit detailing all protocols and procedures. 

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

An ACE way to learn, Managed Individual Pathways - Vic

"You get treated like an adult here...and there's not as many rules as at school."

Seventeen year-old Stacey Knight is one of a growing number of young Victorians embracing Adult and Community Education (ACE) as a means to personal and educational attainment.

The student from Bendigo in north-west country Victoria is undertaking accredited studies at Continuing Education Bendigo which is experiencing record numbers of teenager enrolments.

"We had 98 enrolments in 2000, and have 114 at present with new ones being taken weekly," said Jeanette Hartley, the centre's Youth Support Officer.

The surge in interest by young people in ACE is reflected right across Victoria. In 2000, over 8,000 people aged 15-19 years were enrolled in ACE organisations, representing an 81 percent increase since 1996. Significantly, 70 percent of these were regional enrolments.

"Many regional students face significant socio-economic and geographical issues, which impact on their participation in conventional schooling," said Jeanette.

"For these students, I think ACE organisations can offer a more flexible and personal approach to learning."

"For instance, many of our young students live several kilometres away and rely on irregular public transport or other people to get them to and from classes. This often results in late-arrivals, early departures and non-attendance at times - issues that our trainers are able to work through with the students so that they are not disadvantaged."

Continuing Education Bendigo also emphasises self-help and self-belief amongst its young learners.

"In order for our students to succeed in their chosen areas of learning, we strongly advocate firstly building their self esteem to a level where they are comfortable even attempting to achieve," said Jeanette.

The introduction by the State Government of the Managed Individual Pathways (MIPs) initiative has reinforced this approach.

"The MIPs initiative has allowed us to appoint a full-time Student Support Officer to liaise with students, trainers and outside agencies about educational and employment options," said Jeanette.

"The results have been outstanding. We have improved our centre's retention rates to 88 percent and our MIPs Officer has had contact with over 220 young people."

Stacey Knight is one of those young people. An early school leaver with once-limited employment prospects, Stacey is now well on her way to a bright future. In fact, so impressed is she with Continuing Education Bendigo that Stacey is currently completing her fourth accredited ACE course, a Certificate One in Hospitality.

"I love learning at this centre, the trainers are excellent and you can just be yourself," said Stacey.

Her positive attitude is not surprising, according to Jeanette, who says that the centre "handpicks its youth trainers".

"All staff are very accepting of young people and their typical teenage antics," she said.

Stacey agrees: "We can play our own music in class and duck out for a cigarette."

The increasing role of ACE organisations in providing education and employment training for young people looks certain to continue. According to Jeanette, the sector's success lies in its 'niche' position between post compulsory schooling and tertiary education.

Research supports this view, indicating the average profile of young people engaged in ACE programs is early school leavers who require significant support to fully participate in education and training.

"We provide a safe haven that students accept as their own," said Jeanette.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

Maydena students talk about drugs at the Cockatoo Cafe - Commonwealth

Tasmania's experience with local school-community drug summits to date is characterised by examples of summits greatly enhancing and strengthening that sense of community that exits whenever people come together to problem-solve in a forward-looking way for a common cause.

Maydena, for example, is a small community of 400 residents in the central highlands region of Tasmania with a strong involvement in its local primary school and concern for its secondary students. Thirty-five parents with children ranging in age from young primary to 16 years recently enjoyed afternoon tea at The Cockatoo Café, the township's main social venue, to hear and talk about "Resiliency - the cornerstone to drug education". Discussion was led by the State Project Officer for the National School Drug Education Project.

The plan had been to involve the children in a concurrent workshop on circus skills or similar, but the difficulties in arranging for agencies to go to Maydena proved too difficult so the children enjoyed pizza and a video as afternoon entertainment. Whilst the event was initiated by the primary school principal, key local community leaders were keen to discuss the next step to organising some more 'hands on' experience to deal with situations arising at home, at school and in the community. A second event is planned in the near future and is likely to be strongly supported by the community. The ability of the project to be a catalyst for enhancing and strengthening the sense of community and tapping into the community's expertise to problem solve is measurably significant.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

Groote Eylandt Kids Star - Commonwealth

Promoting literacy within the community

Angurugu Community Education Centre, Alyungala, NT

At Angurugu Community Education Centre, on Groote Eylandt in the Gulf of Carpentaria, the kids can hardly wait for the latest book to hit the classroom…because chances are it will be about them!

'We wanted to set up a home reading program,' said ESL coordinator and initiator of the program Kathryn Mannion, 'Because we knew we needed the support of the parents if children's literacy levels were to improve.'

'The community just loves photos of their kids, so we seized on that major interest and put the children into the books that we made for them to take home.'

The books cover just about every area of the children's lives, including 'special' topics like hunting but mainly 'everyday' subjects like shopping, playing, art, sport and maths.

There has been great interest within the community about the content of the books, which are written by either teachers or students and illustrated with photographs of the children. Ms Mannion regularly asks parents for their feedback.

'Making books is not a new idea,' she says, 'But the exciting thing is getting interesting, age appropriate, culturally appropriate literature into people's homes.'

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

Promoting Connection - Commonwealth

One Reconnect service ran a training program for youth peer counsellors in a school. This gave the young people skills that they could use to support their friends who sought informal advice, as it is widely recognised that young people often go to their friends first when they are experiencing problems.

A project that is targeting the Vietnamese community presents a regular program on ethnic radio that discusses issues of parenting, adolescent behaviour and development, education and similar matters. They have used a number of formats, ranging from information-based presentations to talkback. They have also developed an Internet web site that anyone can access.

The radio programs and the web site provide community education as well as promoting the support services available through the project.

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.

Opening up new horizons and ways of relating, Armadale - Commonwealth

In Armadale, young people participating in YAS programs are developing the skills and confidence it takes to change their lives. With a commitment to using creative solutions that challenge young people's assumptions the programs are teaching young people different ways of relating to their families and with the wider community. The programs involve other family members and operate in local schools and in the community.

Armadale is located in the south east corridor of Perth, about 30 kilometres from the city centre. It is a socio-economically disadvantaged area with a large Indigenous population, high unemployment, low cost housing and large numbers of young people.

The service works closely with both primary and secondary schools. One of the school-based programs focuses on anger management. Young people who display anger and aggression are referred to the agency and the workers interview both the young person and their parents. They work with the young people in small groups on behaviour management and boundary setting. Because the problems often relate to family issues, the agency also works closely with the parents and siblings. This includes holding outings with the whole family as well as one-to-one work with the parents. The outings which give families the chance to meet other families in similar circumstances are exciting and good fun with activities like abseiling and canoeing.

The service also runs an after school bike repair workshop, which has acted as a stepping stone into other YAS and youth centre activities for the young people who have completed the anger management course.

"The kids are encouraged to attend the bike workshop and learn to do minor repairs. Because many of the kids might not have Dads living at home to work with them in their yards, the connection with male staff and role modelling is really valuable."

For further information, including details on the target group and responsible agency, follow the link to Initiatives targeting Recommendation 16.