A model of service delivery as articulated by Deception Bay Community Youth Programs

By Nicole Wright
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For a number of years young people ‘at risk' have experienced multiple barriers to engaging in main stream schooling in the Deception Bay region. Deception Bay Community Youth Programs first began to address this problem by establishing a small flexi-school in 2000. Although the program was highly successful it ended in December 2005. However, to accommodate for increasing client need the program was handed over to another agency, which had an extensive educational program and could provide further opportunities for more young people. It now assists approximately fifty five young people at any one time in the Bay area. DBCYP is able to draw on the knowledgebase created by this history and the experiences of it's clients and staff and community partners to develop a comprehensive model of service delivery in working with young people at risk in flexible learning settings.

Young people's opinions on mainstream and flexi- schools

Individual risk factors

The risk factors that lead young people to disengage from mainstream education vary with the individual. Those that are common to young people in Deception Bay are a lack of resources such as transport, community support facilities or financial difficulties; experiences of violence or bullying; social issues such as homelessness, poverty and drug use; issues at home with primary care givers such as conflict or domestic violence (DBCYP Assoc Inc YSC Program, 2004). DBCYP clients have indicated that these extenuating circumstances create a barrier to their education because their impact on day to day living is such that addressing them must take priority (DBCYP Assoc Inc, YAG flexi-school survey question 1, 2008).

The Australian Council of Guidance Officers also highlights these issues for at risk students and further identifies issues such as a history of being in care, child neglect and abuse, engagement in criminal activity or periods of detention and mental health issues. It explains that these issues create extended periods away from school. This time away compounds students' disengagement, because it causes them to have poor literacy and numeracy skills, making them unable to engage in regular curriculum. The result is a feeling of sever isolation from the institution making them less likely to return. Recent research with adult learners showed that this kind of isolation can have a long lasting effect, with individual adult learners identifying bad schooling experiences from 20 years ago as impacting on their low literacy skills today (Dejong and Griffiths, 2006; Morgan2005).

Issues with mainstream schools

DBCYP clients who had disengaged from school identified several issues specifically regarding the schooling institutions which impacted on their ability to attend school. These included the schools' lack of understanding of and inflexibility toward the impact that individual issues had on their attendance. For example a heavy focus on the consequences of truancy meant that young people who couldn't attend regularly would be suspended or excluded without their extenuating circumstances being considered (YAG flexi-school survey question 3, DBCYP Assoc Inc, 2008). A lack of support staff at the school also meant that young people experiencing issues did not receive the resources or emotional support they required to remain engaged. School staff were not approachable nor did they foster the relationships with these students which encouraged them to seek assistance before issues escalated and prevented them from attending school (YAG flexi-school survey question 2, DBCYP Assoc Inc, 2008).

Young people's requirements for success in flexi- schools

DBCYP clients also identified a number of specific needs for successfully engaging in flexible education settings. They identified these in relation to staffing, organisational dynamics, and resourcing of the school.

Clients identified the need for an organisational culture which promoted a collaborative, equitable, respectful and supportive working relationship between students and teachers (Flexi-school issues, young people consultation, statement 1, DBCYP Assoc Inc, 2007). They also felt the staff needed to be open to and interested in hearing and responding to individual participant's needs. Staff needed to treat these issues in a confidential manner and be reliable and consistent in their response to them (Flexi -school issues young people consultation, statement 2, DBCYP Assoc Inc, 2007). Furthermore, they were required to have the skills and training to be able to attend adequately to a diverse group of students with complex needs. Finally staff needed to know how to have fun and make the curriculum interesting and relevant to young people (YAG flexi -school survey question 2 and 3, DBCYP Assoc Inc, 2008).

Any rules that were implemented such as assignment deadlines or attendance requirements needed to be flexible and negotiable to accommodate for the varying circumstances of students. Students also needed to be involved in setting and monitoring these rules, preferably through a committee run by students like a student council (Flexi-school issues, young people consultation, statement 4, DBCYP Assoc Inc, 2007). A complaints process that was transparent and equitable was required to make the students feel safe in airing their grievances about these rules and requirements. They also suggested incentive systems such as rewards allocated to individuals for meeting deadlines or good behaviour (YAG Flexi-school survey question 3, DBCYP Assoc Inc, 2008).

In relation to the resourcing of the centre, space available to students needed to have a relaxed atmosphere. It also needed to have plenty of room to accommodate students as many were not only struggling with stressful individual circumstances, but also behavioural or anger issues (YAG consultation with YANQ, DBCYP Assoc Inc, 2007).

The history of The Learning Centre at DBCYP and its model of service delivery

Deception Bay Community Youth Programs ran a successful flexible learning centre from 2000 to 2005. An annual average of 30 young people were enrolled in the program with 20 active students at any one time. Students were completing either their senior or junior certificates. The Learning Centre took a wholistic approach to working with students, providing educational support as well as activities which improved participant's academic outcomes and built their self confidence and social skills. Students' sense of belonging to the school was a key focus as it ensured successful working relationships were built between participants and staff. This relationship was fostered through client directed processes such as interviews where clients and staff negotiated individual learning goals. The provision of a flexible service was also a priority in accounting for the impact that the complex issues students were facing had on their educational goals (Community Renewal Report, DBCYP Assoc Inc, 2005).

The students were divided into three groups according to the type of service they required. This decision also emerged from the need for some student groups to be in separate physical spaces. The groups were the Core Group or participants who were able to attend the onsite; the Young Mums group were students who required a separate venue due to child care demands; and the Satellite Group who required in home assistance.

Separating these groups enabled the staff the flexibility to provide a service and or venue that was tailored to the specific target group ensuring their success in completing education outcomes. For example the Young Mums group experienced a lack child care, practical and financial support as barriers to meeting these goals. Therefore a partnership was initiated between Glugor House and DBCYP allowing staff from the Learning Centre to support this group while Glugor provided child care, and practical support such as nappies and transport.

All students could also easily link with other existing programs at DBCYP to meet their emotional and practical needs. Many clients were supported by other funded programs such as the Jobs Pathways and Employment Program or Youth and Combined Community Action Program (Community Renewal Report, DBCYP Assoc Inc, 2005).

The three essential elements of service delivery of Accessibility, Responsiveness and Respect that are outlined in DBCYP's practice framework also underpinned practice with students at The Learning Centre. Here accessibility of staff to clients was key, or the ability to reach clients where they are at physically and emotionally by offering multiple service delivery entry points. A responsive working relationship between staff and young people was achieved by focusing on trust, rapport building and empowerment. Respectful working relationships with students were achieved through among other things, the staff and organisations' understanding of their client's circumstances through connection to and knowledge of their local community (DBCYP Practice Framework Document, DBCYP Assoc Inc, 2007).

DBCYP clients indicated satisfaction with The Learning Centre's model of service in the organisations' recent ten year service evaluation. Key strengths that were outlined were flexibility of service and the ability of workers to respond to a variety of needs with little notice. They also commented that the workers were approachable and able to meet these needs within the context of their local community (DBCYP ten year vision survey question 10, DBCYP Assoc Inc,2006).

General model of service delivery with young people at risk in flexi-school settings

Drawing on the knowledge base of DBCYP, through the experience of its staff, clients and organisational partners, the following model of service delivery is suggested when working with young people in flexible learning settings. This model of service delivery is discussed in the context of each level of service provision from organisational philosophy to staff and resourcing.

General organisational philosophy

The philosophy of organisations working in these settings should focus on the importance of acknowledging and understanding client's individual life circumstances and the impact these have on their ability to achieve educational goals. Clients attending flexi-schools present with any number of issues ranging from homelessness, to learning difficulties, to sole parenthood. These issues are a barrier to achieving educational goals because they usually represent deficits in need which are of higher priority than their educational needs. Therefore it is essential that staff prioritise supporting students in addressing these higher needs before their educational goals. This translates into the provision of a wholistic model of service delivery which meets young people where they are at, addressing their practical, emotional and educational needs (Interview with Tanya Genito, DBCYP Assoc Inc, 2008).

A focus on flexible service delivery is also essential because many at risk students' unstable life circumstances cause them to be unable to meet the rigid requirements of mainstream schools. For example students may not be able to meet the set attendance requirements or deadlines for assignments that mainstream schools impose. Therefore flexibility and negotiation around these is imperative to their success. Furthermore institutions whose funding is reliant on the numbers of students who complete such deadlines may not be sustainable. The difficulties these circumstances create for at risk students mean that less students will be able to complete courses than in a mainstream school. Hence the success of flexi schools should be assessed based on the quality of outcomes for students, and assessment of these should occur on an individual basis. For example an at risk student who's self esteem and general life prospects are improved through the completion of a maths module should be assessed as a successful outcome in a flexi school setting (Interview with Terry Tanzer, DBCYP Assoc Inc, 2008; Interview with Bruce Wilson, DBCYP Assoc Inc, 2008).

Policies and procedures

Clear working parameters should be outlined in the organisation's policy documents. These Working guidelines must be are adhered to by all workers so that they provide for consistent practice across the organisation. Additionally, regular evaluations of these guidelines need to be implemented assessing their relevance and effectiveness. For their own protection and that of the students, workers need to be held accountable to these policies with clear consequences for breaches (Interview with Terry Tanzer, DBCYP Assoc Inc, 2008).

Working with other stakeholders

Schools and organisations with high percentages of students at risk need to work in close partnership with community members, organisations and agencies to help strengthen links between these students and their families with appropriate localised supports. This ensures ease of client referrals to relevant agencies and supports. It also encourages a sense of connection for students to their community by modelling the valuing of and taking advantage of local resources (Bernard, Stephanou & Urbach, 2007; Interview with Tanya Genito, DBCYP Assoc Inc, 2008; DBCYP Practice Framework Document, DBCYP Assoc Inc, 2007).

Resourcing

The space provided to students for academic activities must be suitably equipped to provide a relaxed atmosphere in accommodating all clients comfortably. This allows for varying requirements in personal space, levels of attention, learning support needs and behaviour management strategies of clients. Every effort also needs to be made to ensure students feel a sense of ownership over the space making them feel safe and comfortable. This ownership strategy should include students' involvement in the running of the school and of course, in the negotiation of their own personal educational plans (Interview with Bruce Wilson, DBCYP Assoc Inc, 2008; Community Renewal Report, DBCYP Assoc Inc, 2005).

A high quality curriculum that is engaging and interesting for young people should be provided. Subjects and programs should be tailored to students' interest with particular focus on real world relevance (YAG flexi-school survey question 2 and 3, DBCYP Assoc Inc 2008). It is essential that programs with both an academic focus and those centred around life skills are provided. These life skills programs could focus on building skills such as interacting well in groups, dealing with emotions, self esteem and communication (Community Renewal Report, DBCYP Assoc Inc, 2005).

Other special services and resources should also be provided to students to meet their elevated level of need. The role of an onsite youth worker is essential in this and will be discussed later. These could also be a confidential counselling service to address personal and emotional issues. Other practical support such as transport or materials such as stationary are also essential because the poverty these students often face prevents them from accessing these (DBCYP Assoc Inc, YSC Program, 2004; Interview with Tanya Genito, DBCYP Assoc Inc, 2008).

Referral and exit strategies for students

Details such as group dynamics need to be scrutinised and students with compatible personal needs and temperaments matched in academic groups. These mixes of students should be considered as early as the client referral stage. For example the separation of groups such as clients with behaviour management or conduct issues and students with intellectual impairments could considered to accommodate for the vast difference in services that these groups require (Interview with Tanya Genito, DBCYP Assoc Inc, 2008).

An exit and follow up strategy is perhaps even more essential than a well thought out referral process for this target group. The consequences for those students whom fail to achieve in a flexi-school can be more devastating than their exit from mainstream schooling. The flexi-school is often perceived as the last resort or second best option in education. Hence an inability to succeed here means the perception they will not succeed in any schooling and ultimately put an end to their schooling. Thus flexi-schools must accept the magnitude of the consequences of exiting unsuccessful students and implement the appropriate mechanisms to make this a positive process. Extensive debriefing should be provided to the student upon exit exploring personal successes and potential improvements during their time at the school. The exit strategy should also involve providing additional support in connecting them to other appropriate service such as youth service or employment and training option. Finally it should also involve regular follow up support to the client and their care givers to facilitate success in the new endeavour (Interview with Terry Tanzer, DBCYP Assoc Inc, 2008).

Staffing

The staffing and design of student support services within settings with a high number of at risk students should cater for the elevated level of need associated with this. Therefore extra funding and resources for support staff as well as increased teaching staff with experience in teaching young people at risk should be provided.

The role of the youth worker is integral to providing this intensive assistance to students in addressing their personal issues in order for them to be able to engage in their education. The youth worker role must be separate from the teaching staff to ensure they have appropriate skills and knowledge to adequately provide for student's welfare needs. Teaching staff must have an understanding of and accommodate for the essential role the youth worker plays in assisting the client to be able to address their educational goals. (Bernard, Stephanou & Urbach, 2007; Interview with Tanya Genito, DBCYP Assoc Inc, 2008).

Staff must priorities establishing a trusting, collaborative relationship with students. These supportive relationships are essential in making students feel safe and valued and ultimately able to progress in their personal and educational goals. The appropriate training and or experience is also essential with skills in working with students with high support needs in group settings a must. The ability to provide a consistent and effective service should arise from this because it facilitates low staff turnover. Essential staff skills should include the ability for reflective practice, response to crisis situations, cultural awareness of clients, and the ability to engage with a diverse range of clients and stake holders (Staff consultation, DBCYP Assoc Inc, 2008). Similarly support to staff should be provided through external supervision and debriefing and regular training to up date skills and knowledge (Interviews with Terry Tanzer, Tanya Genito & Bruce Wilson, DBCYP Assoc Inc, 2008).

Conclusion

In conclusion, a rich history and extensive knowledge base provided by staff, clients and partners allows DBCYP to articulate a comprehensive a model of service delivery in working with young people at risk in flexible learning settings. This model focuses on an acknowledgement that young people's life circumstances impact heavily on their ability to access schooling. It also suggests the provision of a wholistic and flexible service which relies on community partnerships, collaborative students teacher relationships, extra resourcing and engaging curriculum.

About the Author

Written by Nicole Wright, of Nicole Wright Community Consultancy for Deception Bay Community Youth Programs. Nicole has approximately ten years experience in the youth work field. This includes four years with the Youth Support Coordinator program, working with students at risk in mainstream schools. Deception Bay Community Youth Programs has been providing programs supporting young people at risk in the Deception Bay area for over ten years.

Reference list

De Jong, T and Griffiths, C. (2006). The role of Alternative Education Programs in meeting the needs of Adolescent Students with Challenging Behaviour. Characteristics of Best Practice. Australian Journal of Guidance Counselling, 16 (1).

Deception Bay Community Youth Programs, Practice Framework, DRAFT 2. (2007). Deception Bay, QLD: DBCYP Assoc Inc

Bernard, M., Stephanou, A., and Urbach, D. (2007). Student Social and Emotional Health Report. Melbourne: University of Melbourne and Australian Scholarships Group

Deception Bay Community Youth Programs, Youth Support Coordinator Program. (2004). Bays Cluster Youth Support Coordinator needs assessment report 2004-2005. Outlining the needs of students at risk in the Bays Cluster. Deception Bay: DBCYP Assoc Inc

Deception Bay Community Youth Programs, Youth Advisory Group. (2008). Reflections from young people about their experiences in mainstream and flexible schooling. Youth Advisory Group Surveys, conducted Tuesday January 22nd 2008 . Deception Bay: DBCYP Assoc Inc (With special thanks to Bec and Johno of the DBCYP, Youth Advisory Group)

Deception Bay Community Youth Programs. (2007). Consultation paper regarding young people in Deception Bay's issues with flexible schooling. Deception Bay, QLD: DBCYP Assoc Inc

Deception Bay Community Youth Programs. (2006). Deception Bay Community Youth Programs ten year vision survey, young People's results paper. Deception Bay, QLD: DBCYP Assoc Inc

Interview with Terry Tanzer, January, 2008. (2008). Deception Bay, QLD: DBCYP Assoc Inc

Interview with Tanya Genito, January 8th, 2008. (2008). Deception Bay, QLD: DBCYP Assoc Inc

Interview with Bruce Wilson, January 28th, 2008. (2008). Deception Bay, QLD: DBCYP Assoc Inc

DBCYP staff consultation. (2007). Qualities of a good coordinator for a flexible learning centre, December 12th, 2007. Deception Bay, QLD: DBCYP Assoc Inc

YANQ consultation with DBCYP Youth Advisory Group, December. (2007). Ideas from young people regarding the attributes of flexi schools in Deception Bay. Deception Bay, QLD: DBCYP Assoc Inc

Morgan, I. (2003). Adult Literacy Learners. Are student teacher relationships a key factor in the failure to develop adequate literacy and numeracy levels? Brisbane: ACAL Conference Paper 2003.

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