Panyappi Indigenous Youth Mentoring Program Evaluation

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Panyappi Indigenous Youth Mentoring Program Evaluation One program collaborator reported that another young person “really looked forward to [the mentor] coming in but once [the mentor] moved on [the young person] was pretty disappointed about that because they had a very strong relationship.” This program collaborator, along with the young person and caregiver, reported that although this was yet another loss for this young person and grief is still expressed about it, the relationship is remembered fondly. Further, they described how Panyappi buffered this loss through support from the Coordinator who made regular phone calls and visits until a new mentor could be allocated, and included the young person in large group outings. Family members often commented on changes in relationships with their young people. Either they had smoother and more frequent communication, or they noticed a change in attitude and confidence. For example: I have changed my tactics with him. I am not so angry now, listen more and I am starting to see results. He is coming to me more often, we are relating better. Its good, I like it, rather than always being at him. (Family member) He was very withdrawn to start with but he has built up in confidence and he is very happy now. (Family member) Other relationships that are influenced are young people’s connections with other workers. “It’s a great vehicle with [the mentor] being the link person and building that bridge between us and the client, and even with the family – the program is a bridge building thing” (Program collaborator). Young people, and the family, may be more open to the presence of these workers in their lives and through their collaboration with Panyappi staff, be happier about these workers knowing more about them. The MAYT juvenile justice team workers identified that this can create a complimentary situation. The juvenile justice worker may take up a stronger “disciplinary” role in helping young people see through their court obligations, while the young person sees the mentor as having the personal support role. Although the mentor has less authority in the wider human services context, they still have plenty of authority to the young person. In addition to the different nature of their roles, this can also relate to available time to work with young people: I believe the youth that we work with are basically in a vicious circle and there is no role model within the family structure. Without a one-on-one mentor with them to try and break that cycle there isn’t any way out of it. Without the mentoring we can have a lot of trouble working with the families and the other kids. We don’t have the time or the resources. We cannot do the mentoring or have the time to do one-on-one with the kids. (Program collaborators) Importance of family support Susie goes on a group outing with all the Panyappi mentors, the Coordinator and some of the other young people. When the Coordinator and Mary run a quick errand to get something the group needs, Susie asks to go with them. In the car she asks the Coordinator why they aren’t helping her Mum like they are helping - 46 -
Panyappi Indigenous Youth Mentoring Program Evaluation her. When they ask her what she means, Susie says that her Mum gets really sad and she is worried about her. The Coordinator explains that she talks to her Mum by phone almost every week and has done a few home visits too. Susie was surprised – she knew this happened but didn’t realise how much. Mary reminds Susie that they were going to review her case plan with the Coordinator and her Mum in a couple of weeks. Maybe she could take part this time because she didn’t want to at first. The Coordinator suggests that Mary and Susie could work on what Susie wants to say at the meeting about how she is going and any other worries that she has about herself or the family. They will support Susie and also talk with her Mum about what else they could do to provide support to her, now that she has made sure Susie is being looked after. Young people commented that their mentors often talked with their family members or carers: “I try and get involved with all the family not just [the young person], it makes it a lot easier if everyone knows who I am” (Panyappi staff). They were not bothered by this and treated it as quite ordinary. Young people also knew that the Coordinator was involved with talking to their families, and gets to know each young person personally. They knew they could speak to her if their mentor was not available, which happens when young people start to initiate contact with their mentors once the relationship has strengthened, rather than waiting for mentors to do this. It was apparent from family members’ comments that they understood that Panyappi saw them as part of the solution and involved them in identifying activities, options and goals. They identified how Panyappi was supportive of them as well as the young people. For example: [The mentor] and I get along well. We discuss things well. (Family member) It’s really a whole family thing anyway. It’s about [my child] but I feel supported , I don’t feel left out on my own . It’s gi ven me hope, a bit of hope for my family. (Family member) I’ve got to give lots of credit to [the mentors and the Coordinator]. They went out, talked to kids and parents and then came through [with what they said they would do ] . (Family member) Panyapp i became like a second family to us because he al ways looks forward to [the Coordinator or mentor] coming up. They are like a second family. It’s great. They show their concerns like family. (Family member) Witnessing changes in their young people, particularly seeing their young person disconnect from offending behaviour, reduced the anxiety and stress that family members had been experiencing for extended periods of time. One family member commented that: “We don’t get no knock on the door any more. We used to get that all the time with the police.” A mentor reported feedback they received from a family - 47 -
Page 1 and 2: Panyappi Indigenous Youth Mentoring
Page 3 and 4: © Panyappi Indigenous Youth Mentor
Page 5 and 6: Beginning the Story… Panyappi Ind
Page 7 and 8: Executive Summary What is Panyappi?
Page 17 and 18: Program funding Panyappi Indigenous
Page 21 and 22: JUSTICE Strong support from the Cri
Page 29 and 30: ATSIC recently reported: Panyappi I
Page 37 and 38: Evaluation questions Panyappi Indig
Page 49: Panyappi Indigenous Youth Mentoring
Page 71 and 72: Support for mentors Panyappi Indige
Page 75 and 76: Weaving the Threads Together Achiev
Page 77 and 78: ω ω ω Panyappi Indigenous Youth
Page 83 and 84: Recommendations Panyappi Indigenous
Page 85 and 86: Outcome Formative or process Append

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