An Evaluation of the VIP Program (2007-2008 - BC Society of ...

This training provided the springboard for CWWA
counselors to forge their relationships with the
schools in their areas. With few exceptions,
developing relationships with the schools was a new
domain for CWWA programs.
In addition, 100% of educators (a total of seven)
indicated through a general educator survey, that VIP
had demonstrated that community-school
partnerships can be effective.
“Working with [CWWA
counselor] has made a
huge difference –
especially kids whose
families can’t/won’t get
them to their counseling
appointments.”
-School Representative
Given that it is the first full year of the program, great strides have been made
throughout B.C. Throughout the province, 40 schools have formed partnerships
with VIP; 3,792 children and youth have participated in presentations to learn
more about the prevention of violence; 207 children and youth have received
more intensive support through multi-session group interventions; and 939 adults
have been educated about domestic violence and its’ impact. Further to this, of
the children and youth who have received services through VIP, in several sites a
significant proportion of students have been Aboriginal (median 25%), Immigrant
(median 10%), visible minority (median 10%) and refugee (1%). It is truly only
through such school-community partnerships that the lives of this many students
can be touched within one school year.
Is there increased sustainability of VIP programs
This question must be looked at in two
different ways:
1. Given the infancy of VIP and in light of
the initial funding that allowed the VIP
program to become part of school
communities, will VIP continue in each
of the communities beyond the initial
funding
2. Will VIP expand in the various
communities and beyond What will be
the funding environment
“For schools to support kids, it seems
to be essential that we also find ways
for families to connect with agencies
who can support them. Rather than
having teachers research these
options, we were absolutely thrilled to
have VIP come to us!”
-School Representative
The first question can be addressed as we look toward the 2008-2009 school
year. The second question remains an area that will need to be explored as the
coming school year unfolds.
Currently, the VIP facilitators are at different stages of integrating the VIP
program into the community. Some are forging relationships with schools for the
first time while others have relationships and processes in place and want to
continue to refine this process and expand their services while balancing this with
limited resources.
An Evaluation of the VIP Project 28