Guidelines for Youthreach and Community Training Centres on using the Guidance, Counselling and...
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Transcript of Guidelines for Youthreach and Community Training Centres on using the Guidance, Counselling and...
Guidelines for Youthreach and Community Training Centres on using the Guidance, Counselling and Psychological Services fund
Place
Date 2013
Outline of dayMorning: Introductions Current supports in centres GC&PS guidelines SENI research study Care teams
Afternoon: RACE
Guidance, Counselling and Psychological Services provision Introduced in 1998 Managed by VECs Based on per capita allocation Mostly used for counselling learners Exceptions
Dublin psychological services Guidance Mentoring Etc
See reports on Youthreach.ie/webwheel
Context of Youthreach – a learner-centred programme The key characteristics of the Youthreach programme
o are about the experiencing of respectful and supportive relationships,
o the learning of pro-social behaviours, o the development of confidence, resilience and autonomy and o the acquisition of a range of life skills and competencies o in both group and one-to-one contexts and o in ways that are pragmatic, learner-led, relevant, challenging and
imaginative Contribution of G,C&PS provision
to increase the capacity of centres to be creative and flexible in their responses
Tailoring provision by clarifying needs.
Information and advice giving
Key working Mentoring Frontline guidance
Guidance Counselling Psychotherapy Psychological
assessment Referral to services
outside centre
Continuum of measures
Informal / non-formal supports
Whole-centre approach Culture and ethos of centre Staff
Acceptance and curiosity Awareness and knowledge
Key working Mentoring Inter-agency liaison
Formal supports Counselling Psychotherapy Non-verbal therapies, e.g.
Music / drumming Drama / story-telling Art Dance Touch / massage
Specialist services (outside centre) Psychiatric Addiction Child welfare
Developmental continuum
Induction & Foundation Progression Transitionengagement (engagement (personal (addressing (guidance& relationship & social barriers) & liaison)building) dev.)
Specific support options Induction SPHE Critical incident planning Key working Support after transition Inter-agency liaison
Mentoring
To allow these to happen safely:
Time for planning and review
Care team
Formal case super-vision & staff support
Specific support options
Delivery of personal and social development programmes
Formal guidance Counselling Therapy Group therapy
To allow these to happen safely
Practitioners Have formal
qualifications Are members of their
professional body
SEN Initiative research project Model of support in SEN Initiative Previous evaluations Comparative study Logic model categories used (activities, outputs /
structural changes, outcomes)
Matching centres
by centre size
Centre size SENI centres
Non-SENI centres
Small 2 2
Medium 8 9
Large 7 6
Very large 3 3
Total places 710 706
by centre location
Centre location SENI centres
Non-SENI centres
Village or small town 5 5
Mid-sized town 6 6
Large town 2 3
City (urban/suburban) 7 6Total population 1,587,500 1,483,500
Support interventionsFor how many of the learners who attended your centre for any part of the last academic year were the following measures put in place:
No. of SENI learners
% age of SENI learners
No. of non-SENI learners
% age of non-SENI learners
Provision of regular key working sessions (at least one a term)
45 5% 474 48%
Provision of regular mentoring session using the WebWheel process (at least one a fortnight)
791 92% 0 0%
Development of an individual action plan for/with the learner
834 97% 681 69%
Inter-agency work
No. of agencies By SENI centres
Mean for SENI centres
By non-SENI centres
Mean for non-SENI centres
Number of local services and agencies with whom centre staff liaised for information and advice and/or with whom collaborative actions were put in place for particular learners
487
24 143 7
No. of learners In SENI centres
%age in SENI centres
In non-SENI centres
%age in non-SENI centres
Number of learners on whose behalf the centre engaged in inter-agency work
570 67% 314 32%
Outcomes
Retention SENI centre total nos.
% ages Non-SENI centre total nos.
% ages
Number of learner places in centre
710 100% 706 100%
Total no. of learners who attended for any part of the year
857 121% 989 140%
Outcomes Benefit from participation in the Youthreach programme
SENI mean % age
Non-SENI mean % age
1. Benefited significantly from their participation in the Youthreach programme
85% 83%
2. Did not benefit to any significant extent from their participation
10% 12%
Certification outcomesCertification % age of SENI
learners % age of non-SENI learners
Junior Cert (partial/Year 1) 0.1% 0.2%Junior Cert (full) 2.7% 1.1%Leaving Cert Applied (partial / Year 1) 6.2% 0.8%Leaving Cert Applied (full) 6.0% 9.1%General Leaving Cert (partial/Year 1) 1.4% General Leaving Cert (full) 2.7% 1.9%FETAC Major
awardMinor award
Major award
Minor award
FETAC level 1 FETAC level 2 2.1% 1.5%FETAC level 3 8.8% 21.6% 3.1% 19.7%FETAC level 4 8.9% 18.6% 6.0% 11.5%FETAC level 5 5.7% 1.5% 0.9%Percentage receiving any kind of formal academic certification
84.6%
57.4%
ECDL (full) 1.5% 1.9%
Competency outcomes i. The development of basic skills SENI Non-
SENI
1. Acquired literacy and numeracy skills 77% 34%
2. Acquired information and communication technology skills
83% 60%
3. Were effective in the use of oral communication skills 76% 46%
4. Were able to apply processing skills when studying (e.g. attention, memory)
62% 37%
ii. The development of life skills SENI Non-SENI
1. Showed practical knowledge and skills in relation to accessing public facilities and services (e.g. sourcing information, filling in forms)
69% 50%
2. Presented appropriately (e.g. in terms of practical competence, reliability, appearance, etc)
64% 43%
3. Showed knowledge and understanding of the world outside the locality
60% 31%
4. Engaged in the world (e.g. participating in community events, travelling outside the locality)
58% 31%
5. Managed money effectively (e.g. budgeting, planning, saving) 47% 33%
6. Were at ease eating in public (both inside and outside the centre) 73% 62%
7. Were able to play and have fun with others (e.g. joke, tease, enjoy recreational activities)
80% 63%
iii. The acquisition of formal accreditation in academic and vocational subjects
SENI Non-SENI
1. Achieved accreditation in formal study areas whether academic or vocational
68% 54%
2. Showed motivation to learn and made real progress in understanding and study skills
71% 28%
3. Showed academic ambition and an interest in progressing to further education or training after they leave the centre
61% 25%
iv. The acquisition of vocational skills SENI Non-SENI
1. Gained practical skills in useful but non-formal vocational skill areas
72% 63%
2. Achieved non-formal or informal accreditation in:a. Driving, safe pass, computer skills, First Aid, etc
55%
36%
b. Music, sound technology, drama, performance, etc 52% 41%c. Art, design, photography, film, graphics, etc 30% 18%d. Gaisce, Failte Ireland, Enterprise, etc 19% 9%e. Sports, fitness, outdoor pursuits, etc 73% 55%f. SPHE, sexual health, life skills, Copping On, etc 73% 59%
3. Gained practical skills in vocational subjects 77% 48%
v. Development of effectiveness in work and learning settings (e.g. study skills, time management, working with people)
SENI Non-SENI
1. Behaved appropriately in context 74% 50%
2. Participated in and engaged with learning experiences 81% 58%3. Successfully completed work experience placement(s) 60% 48%
4. Developed a personal career path plan (e.g. in relation to work, further education or family life)
67% 42%
5. Showed a willingness to take responsibility for tasks 69% 40%
6. Were able to work on their own initiative 64% 33%7. Were able to work as part of a team 73% 49%
8. Were able to cope with complex situations and make reasonable judgements in them
63% 25%
vi. Socio-emotional development (i.e. ability to manage emotions and relationships)
SENI Non-SENI
1. Were able to manage negative feelings and express them appropriately
77% 28%
2. Showed self-regulation 58% 33%
3. Showed self-awareness 67% 31%
4. Showed skill at interacting with others 71% 46%
5. Showed understanding and consideration for others 65% 38%6. Were assertive and confident when dealing with conflict and showed a willingness to employ problem-solving approaches
53% 20%
vii. Resilience and mental health (including confidence and self-esteem)
SENI Non-SENI
1. Showed happiness or contentment 63% 41%
2. Showed self-esteem and confidence 60% 40%
3. Were able to cope with their circumstances 65% 47%
4. Were open to new experiences 73% 40%
viii. Ability to acknowledge difficulties and to seek out and benefit from available support services within and outside the centre
SENI Non-SENI
1. Were able to acknowledge their difficulties to themselves
72% 31%
2. Were aware of available supports inside and outside the centre
82% 56%
3. Were willing to accept suitable help when it was offered
72% 37%
4. Were pro-active about seeking support when they felt they needed it
59% 19%
Progression outcomesOf the total no. of learners who attended the centre for any part of the 12 month period, how many
No. of SENIlearners
% age of SENI learners
No. of non-SENIlearners
% age of non-SENI learners
1. Returned after the summer 480 56% 443 45%
2. Progressed successfully to further training 131 15% 111 11%
3. Progressed successfully to employment 41 5% 57 6%
4. Completed the programme but have not yet progressed to further training or employment
56 7% 130 13%
5. Left the centre for a practical reason like moving away, having a baby, going to prison
61 7% 68 7%
6. Dropped out of the centre by their own choice
63 7% 136 14%
7. Left as a result of being asked to leave by the board of management / VEC
45 5% 32 3%
Care teams provide
Indirect support to learners Support staff to support learners Share expertise Share responsibility
1. Description (setting the scene):
What is happening?
One person describes a a learnera group of learners a situation
that is causing them concern.
2. Exploration (digger deeper):
How it is happening, patterns and other similar experiences
The other members of the team add their own observations about the problem, noting any positive or mitigating aspects as well as negative ones.
3. Theory generation (why):
The personal or social context and possible reasons for why it might be happening
The members of the team outline their ideas or theories about why the problem is occurring.
4. Brainstorming (what could we do?):
Identifying possible actions
The team quickly lists as many interventions as they can think of. All suggestions are accepted and written down without comment or argument until the team runs out of ideas.
5. Making a plan (what will we do)
Discussing which ideas will be tried out in a
plan of action
The team then discusses the options and
choose those which appear to be the most
useful for now. This first plan is for a relatively
short period (e.g. two weeks or a month)
6. Review (how did it go):
New information, what worked and development of a refined plan
What was learned from the plan to date and what changes need to be introduced to improve the plan. A new review date is set (usually some time away).
Practical considerations Membership of team Timetabling to happen on a regular basis Focus is care rather than discipline Managing the process rather than the
content – who will facilitate? Maintenance of confidentiality within and
outside the team Keeping a record