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 Stokes Thessaloniki November 26 th 2009

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Page 1: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

Guidance in uncertain times: new world, new paradigm

Dr. Dermot StokesThessaloniki

November 26th 2009

Page 2: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 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

Page 3: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 4: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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.

Page 5: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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…

Page 6: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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…

Page 7: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 8: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 9: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 10: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 11: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 12: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 13: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 14: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 15: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 16: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 17: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 18: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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.

Page 19: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

Guidance in uncertain times: new world, new paradigm15. The webwheel - profiling

5. Strong4. Neutral3. Slight problem2. Significant problem1. Very serious problem

Page 20: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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.

Page 21: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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…

Page 22: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 23: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 24: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 25: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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?

Page 26: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

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

Page 27: Guidance in uncertain times: new world, new paradigm Dr. Dermot Stokes Thessaloniki November 26 th 2009

Guidance in uncertain times: new world, new paradigm

Websites

www.youthreach.ie www.youthreach.ie/webwheel