guidance in uncertain times: new world, new paradigm dr. dermot stokes thessaloniki november 26 th...
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Guidance in uncertain times: new world, new paradigm
Dr. Dermot StokesThessaloniki
November 26th 2009
Guidance in uncertain times: new world, new paradigm
1. A changing world
Master narratives have broken down The world is increasingly complex:
Individualisation globalisation fragmentation of markets, lifestyles and communities
Change – itself a central dynamic shift from certainty to contingency and from
predictability to impermanence and fluidity
Guidance in uncertain times: new world, new paradigm
2. Looking at the report – challenges for VET & guidance
Ongoing innovation and adaptability in VET, flexible, solution-oriented approaches and structures for delivery and qualifications
‘Mismatches’ (eg between supply and demand) – need for new relationships between educators and trainers and the world of work
Lifelong guidance - enabling citizens to have improved access to lifelong learning (Copenhagen Declaration)
new modes of participation for key target groups, new roles, new approaches and methodologies
adapting existing models to changing circumstances
New models developing from marginal or cutting edge contexts
Guidance in uncertain times: new world, new paradigm
Looking at the report (2)
Report is an excellent review and many very important points are made, eg: ‘Consequences’ of early school leaving (set out very well) ‘co-ordination, a strategic overview, long term / sustainable
funding are often missing and are too focussed on ‘project based approaches’.
Early school leavers are an heterogeneous group… Transitions are changing Guidance should not be seen as one of many approaches to
supporting transition – it should be seen as an integral part of any approach to tackle this problem. It should also be seen as a continuum – guidance is not about supporting a young person at a specific point in their life only, but is something that extends over time and out into the community and the workplace.
Guidance in uncertain times: new world, new paradigm
Looking at the report (3)
elements of successful reintegration guidance environment Tailored, person-centred approach Celebrating achievement Flexibility in delivery Multi-disciplinary teams Collaboration with key partner organisations Starting with life and basic skills and offering a mix of practical and
theoretical learning Facilitating access Motivation Supported education to work transition
Agreed. We may have grown complacent on the back of the very active labour market. Need to prepare young people AND the receiving places…
Guidance in uncertain times: new world, new paradigm
Looking at the report - Conclusions
It is not enough to ‘just’ to support young people - crucially the front-line support staff need to be appropriately selected, trained, co-ordinated and then supported on an on-going basis.
parental involvement plays a key role in motivating and supporting young people in education and training.
Another important component underpinning many successful case studies is a multi-agency approach to the delivery of career guidance and personal, social and academic support for young people.
NB the involvement of young people in the design of the policies and approaches.
Successful guidance policies take into consideration the specific situation of each individual, rather than adopting a ‘blanket’ or ‘one size fits all’ approach.
Among conclusions on preventive approaches: Area-based approaches have the potential for reducing the level of early school leaving, although the criticism levied at them is that the funding tends to be spread too thinly to make a real impact. True but 50% of esls may not live in disadvantaged areas…
Generally, I endorse the recommendations but make the following points…
Guidance in uncertain times: new world, new paradigm
3. What do we mean by ‘at-risk youth’?
A matrix of factors is in play – Given – eg SENs, ethnic/cultural factors, etc Ecological, eg
families, school neighbourhoods peers social class
Developmental Susceptibility/Resilience
Nothing unusual in many lives, but some have significant difficulties to deal with
Social reproduction overarches all
Every story is unique
Guidance in uncertain times: new world, new paradigm
4. Early school leaving in Ireland
• Definitions change…• A structural feature of education system National rates
1% from primary school
3%+ no qualifications
18-19% less than upper secondary
25% less than 5Ds in Leaving Certificate (= baccalaureate)
Females stay longer than males, outperform in exams Educational retention strongly mirrors social background
These are robust figures, sustained over a decade despite heavy investment in preventive measures
Guidance in uncertain times: new world, new paradigm
5. Two prong response
In school DEIS – the School Support Programme (SSP) NEWB – the National Educational Welfare Board NEPS – The National Educational Psychological Service NCSE – The National Council for Special Education Needs NBSS – The National Behaviour Support Service Curricula: JCSP, Transition Year, LCA… Extra guidance support in schools with high numbers at risk
(Guidance Enhancement Initiative) Out of school
YOUTHREACH Non-formal youth services and projects Youth Information Centres, youth cafés, etc Employment measures, incl training and employment services
Guidance in uncertain times: new world, new paradigm
6. Youthreach
Principal national response in Ireland targeting those who have left school early Aim: to provide early school leavers (16-20 years) with the
knowledge, skills and confidence required to participate fully in society and progress to further education, training and employment.
National programme, local delivery – funded by Government, part of suite of lifelong learning actions
Delivered in 150 centres for education/training – these are small out-of-school units, fulltime and part-time staff
Guidance in uncertain times: new world, new paradigm
7. International best practice
Youthreach based on extensive European experience Model is universal – system contexts differ For example, University of Arizona metastudy: Identifying
High Quality Youth programmes Physical and psychological safety Appropriate Structure Supportive relationships Opportunities to belong Positive social norms Support for efficacy and meaning Opportunities for skill building Integration of family, centre and community efforts
Guidance in uncertain times: new world, new paradigm
8. Youthreach: a synthesis of three traditions
incorporates best practice from education, training, youth work
Guidance is integrated into each phase of the programme
Guidance in uncertain times: new world, new paradigm
9. Programme fundamentals
Learner focus - Learners are regarded as resilient and resourceful people, continually consulted
Methodology: Education, training, youth-work
One centre – one plan: the importance of planning, integration – QF
One learner – one plan: coordination, continuity, consistency, collaboration guidance and pathway planning – key worker model and
process Progression; future skills needs; literacy Inter-agency collaboration
Guidance in uncertain times: new world, new paradigm
10. Presenting difficulties
Total number of participants surveyed 2739
Literacy and numeracy problems 864
Dysfunctional family background 1377
Substance misuse problems 756
Need for sustained psychological support 829
Specific learning needs 490
Physical disability 37
Intellectual disability 136
Poor physical health, eg. persistent illness/poor nutrition 468
Formally cautioned by police 483
On probation 145
Two or more of any of the above 704
Guidance in uncertain times: new world, new paradigm
11. From dependence to independence
Instability, disorder, dysfunctions, detachment, dependency
Foundation
Stability, Integration, independence
Engagement and attachment
Progression Transition
The four programme phases
Guidance in uncertain times: new world, new paradigm
12. ‘Total guidance’ model
(1) Key working – all fulltime staff (2) Advocacy/mentoring on training and employment options (3) Expert counsellor (if available) (4) psychologist (if available) (5) Other specialist services (if available) (eg (youth mental
health)
1
2
3
4
5
Guidance in uncertain times: new world, new paradigm
13. The webwheel
A guided self-assessment – ‘Skilled Helper’ model (Egan, 1998)
The core pathway planning mechanism
Key features of the Youthreach webwheel process: Mentoring
Profiling
Individual programme planning
Inter-agency work
support provision is integrated into the core work of centres
Guidance in uncertain times: new world, new paradigm
14. mentoring
Staff members are assigned to learners as their “key workers” - time is set aside each week or fortnight for mentoring sessions with learners.
The key worker acts as the first point of contact with the staff team and engages with the learner in an individual profiling and planning process.
Mentoring is a form of pastoral care - it is not counselling.
Guidance in uncertain times: new world, new paradigm15. The webwheel - profiling
5. Strong4. Neutral3. Slight problem2. Significant problem1. Very serious problem
Guidance in uncertain times: new world, new paradigm
16. Individual action plan stages
Stage 1: The present scenario. Telling their story, describing what their life is like for
them and rating it. Stage 2: Developing new preferred scenarios – the what.
Thinking about how else it might be and identifying goals. Stage 3: Thinking about what they will do (with the help of
the mentor) to achieve these goals and what will go into their plan. informed by the learner's own perceptions of their strengths and
needs based on their own expressed personal, educational and
vocational goals. The plan describes the actions that will be taken in pursuit of
these goals.
Guidance in uncertain times: new world, new paradigm
17. inter-agency working
Many of the problems the learners are outside the remit of the centre but significantly affect their participation and progression in the programme
Although there are locally-based agencies and services whose function it is to offer help or support in relation to many of these problem areas, learners may fail to engage with them.
The key worker can act as the point of contact between the learner and these services and can facilitate them to access and benefit from the supports available outside of the centre
When they leave they may need ongoing support…
Guidance in uncertain times: new world, new paradigm
18. The MAGIC touch
Focus on the possible not the impossible and on solutions, not diagnosis
People own their problems, capacities and solutions
Honesty, trust and respect – you are as important as I am
High expectations of the young person are communicated
Safety and challenge are balanced
Partnership is established between practitioner and young person
Street knowledge of frontline staff and tutors very valuable
Guidance in uncertain times: new world, new paradigm
19. Does it work?
For learners Improved self-esteem Improved participation Improved attendance Greater satisfaction for staff Better outcomes in
qualifications (average 1-2 NFQ Levels) and 75% progression to employment or higher level of VET
But doesn’t work for all
Guidance in uncertain times: new world, new paradigm
20. Challenges
for practitioners New roles, new functions Blurred professional definitions and domains of action - formal
and informal Commitment and over commitment and consequent
disillusionment and burn out young people often present with distressing situations Boundaries difficult to maintain, emotionally difficult Need for professional support and training not always well met
Poor management/leadership For providers
Availability of suitable practitioners – (skills base, burn out, fatigue, IR issues, commitment, enthusiasm, after heroism…)
Resistance, fear, need for training and ongoing support
Resources, time, training, support
Guidance in uncertain times: new world, new paradigm
21. Challenges (2)
For systems: Macroeconomic and macrosocial forces very influential (demand
weak at present) Huge effort made at preventing early school leaving in Ireland,
little effect on numbers (not the only measure of success) Progression into employment – good, but what about those for
whom it doesn’t work? What about Travellers? Employer response is dubious (ie supply is okay, no demand) – need to prepare the receivers too!
Resources – structural deficiencies, ‘short termism’ Recognition of new roles, modes of working, contexts, etc The mainstreaming challenge – to change the mainstream, not
shoehorn radical alternatives into the mainstream Innovative approaches must be as good as traditional
equivalents - second chance does not mean second class Performance indicators for qualitative outcomes?
Guidance in uncertain times: new world, new paradigm
22. Challenges (3)
The trouble with risk… Risk and prevention - loose and woolly – people can
dodge the hard yards too easily Critical issue is what happens when a risk becomes
active. Preventive intervention Early warnings, rapid action, solution focus
New methods don’t replace old systems, they incorporate them - one integrated system, different modes, managed transitions; continuum of care and response
Guidance in uncertain times: new world, new paradigm
Websites
www.youthreach.ie www.youthreach.ie/webwheel