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Identifying Young People

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Identifying Young People At Risk Deb Hull – PowerPoint PPT presentation

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Title: Identifying Young People


1
Identifying Young People At Risk
  • Deb Hull

2
Workshop
  • Research project
  • Current models
  • 2006 trial
  • Evaluation
  • Processes to support a whole school model for
    MIPs

3
Research
  • At Risk of what?
  • Not completing school?
  • Becoming totally disengaged from education,
    training and work?
  • Youth offending?
  • Harm?
  • Does everyone in your school agree on the what?

4
School-based indicators/behaviours
  • Truancy
  • Behavioural issues
  • Low literacy level
  • Low numeracy level
  • Significant change in demeanour, behaviour or
    performance
  • Attitude to schooling
  • Does not value school completion
  • Articulated intention of early school leaving
  • Negative peer influence
  • Aggression/violence

5
Community and family risk factors
  • Low parental education attainment
  • Poor family management practices
  • Poor parent-child relationships
  • Abuse
  • High crime neighbourhood
  • Incarcerated parent
  • Frequent change of location/school
  • High number of people in neighbourhood with
    vocational qualifications
  • Poverty
  • Low income household
  • Parental unemployment
  • Australian-born parents, English-speaking
    background
  • Aboriginal or Islander
  • Refugee
  • Fragmented/reconstituted family structures
  • Separation from family

6
Personal Risk Factors
  • Offending
  • Substance misuse
  • Association with anti-social peers/adults
  • Sex work
  • Social isolation
  • Male
  • Non-metropolitan
  • Working more than 5 hours of paid employment per
    week, especially for males
  • Primary carer for parent or guardian with illness
    or mental illness
  • Poor health
  • Low birth weight
  • Ill health or disability
  • Disruptive behaviours
  • Passivity
  • Low self esteem
  • Low motivation
  • Self-harming
  • High level of aggression/violence
  • Pregnancy/motherhood

7
School-based risk factors
  • Unsupportive school culture
  • Repressive discipline
  • Large class sizes
  • Unstimulating content
  • Competitive exam-dominated assessment
  • Negative student-teacher relationships
  • Negative peer relationships in school community
  • Absence of school counsellors
  • Lack of student participation in decision-making
  • Poor school/home relationships
  • Poor teaching quality
  • Lack of clear relationships with the wider
    community leading to an absence of support and
    referrals

8
Pitfalls of identifying young people as at risk
  • Encourages focus on young person rather than
    school improvement
  • Pigeon-holing does not allow for resilience
  • No process to declare no longer at risk, no
    fresh start

9
Model 1 common practice
  • Some combination of
  • Referral from teachers
  • Referrals from parents
  • Self referrals from students
  • Review of literacy and numeracy levels
  • Review of school reports and assessment outcomes
  • Review of attendance patterns

10
Model 2 student survey
  • Detailed questions designed to elicit extent to
    which student has experienced or exhibited risk
    factors
  • All students complete
  • Analysis and reporting

11
Model 3 school checklist
  • Checklist/spreadsheet of risk factors
  • Completed by teachers
  • Access to complete and accurate information?

12
Model 4 staff-student connection
  • School structure at centre
  • Each student has one staff member who is
    responsible for their welfare, and for
    communication and maintaining positive
    relationship
  • Staff member may follow the student through
    successive years at school
  • Staff member is first point of at risk referral
    by teachers, parents, student
  • School processes support action by these staff
    members

13
Model 5 data review
  • Developed by Doug Smith Brimbank-Melton LLEN
  • Draw down data from CASES
  • Identify list of at risk young people
  • Teacher review of list, add and remove names

14
2006 Trial of Model 5
  • 5 schools in Brimbank-Melton area in 2005
  • Up to 50 interested schools from Western
    Metropolitan Region and Grampians Region in 2006

15
Data review model
  • See handout
  • Includes capacity to map programs and services
  • Includes capacity to monitor student progress
  • Includes capacity to monitor effectiveness of
    programs and services

16
Evaluation
  • How do you know if the system your school is
    using to identify at risk young people is
    working?
  • How can you improve if you dont know?

17
Process
  • What are the processes (not the programs or
    services) that need to be in place to support
    whole-school approaches to retention/engagement?
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