Providing Education and Training for At Risk ... - Victoria University

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81Senior and Junior ManagementTeams with sub/ committeesprovide the program leadership.Salaried Teachers work withDistrict Staff, Social Worker/Psychologist(further funding through DHSfor part time workers to servicecluster of schools (socialworker)– provide programs that aredesigned to strengthenfamilies and extendparenting skills– integrate a range ofcurriculum initiatives thatfoster well-being– create a consistent socialenvironment which providesa secure and non-threateningatmosphere in which onecan communicate effectively– concerned withestablishing leadershippractices, structures,policies, professionaldevelopment andcurriculum designed toimprove the educationaloutcomes of students– program has been built intoexisting structures– strategies have beenvalidated and strengthenedvia the whole schoolcurriculum-based approach– high risk categories are stillidentified but within asofter context of acontiuum of need ratherthan add-ons which attractthe fear of stigma– school engages in highlyeffective on-goingreflective teaching andlearning strategies bothwithin a supportiveclassroom and within awhole school learningenvironmentRichmond SecondaryCampus (part of CollingwoodCollege)RichmondAnne BroadribbPrincipal 9427 0637––
Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success82Peace of Mind PeerEducation ProgramWangaratta SecondaryCollege and Ovens and KingsCommunity Health ServiceJoan Lesley Cochrane03 5721 5955Funding sourceWangaratta SecondaryCollege provides $2500 tosupport the program (camp,running costs)- ParentsAssociation and SchoolCouncilIn kind from Ovens andKings Community HealthService(YMCA Youth Grant nowdefunct for 1998)Target group are year 10students (as trained listeners forother students)Students are interviewed andselected at the end of Year 9 tobe trained as Peer Educators asYear 10 and 11 students. 14students are trained each yearProactive in preventionsupportYear 7 and 8 programs,Year 9 and 10 Health educationProgram and Drug education)Harm minimisation approach)Peer educators go on Year 7camp and act as teacher aides,run health sessions and gendergroups. Also act as a ‘friend’ tolonely students/ new studentsuntil they make friendsInitial training camp of threedays and workshops includesessions on:– health related issues– stress management– confidentiality– listening skills– policy– resource book– confidence building– self esteem– mandatory reporting issues– young people and the law– outdoor activities on teambuilding– program coordinators– quality of preventativeinformation offered bystudents to other students– respect for program fromstudents, teachers andparents– peer educators have a roleas friend for Year 7 and 8students– pamphlets for healthclasses– other schools useWangaratta as a resource– Kids Help Line hasrecognition as bestpractice- enquires arereceived from interstateand overseasTeam consists of somevolunteers (in kind) and somewho are paid for workshoppresentations, CommunityHealth Nurse, Drug andAlcohol Worker and SocialWorkerCoordinator at school is avoluntary position as no timeor money allocated toposition
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Providing Education and Trainingfor
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ForewordThe Commonwealth Government
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ContentsForeword 3Acknowledgments 4
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Executive SummarySuccessful learnin
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program leaders (at least) to meet
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The major outcome sought from this
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Data was entered in categories unde
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2Literature ReviewBenchmark 1995Sub
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It is likely that a significant gro
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Indeed, these ‘messages’ have b
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In this we look at labour market sk
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Individuals appear to perform bette
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The research literature on ‘alien
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ConclusionPathways are notoriously
Page 31 and 32: 3Mapping the FieldThe Stage 1 inter
Page 33 and 34: Wilderness Enhancement Program, ATL
Page 35 and 36: them from progressing or even parti
Page 37 and 38: 4Program ModelsAnumber of the 19 pr
Page 39 and 40: 3. All students are case managed.4.
Page 41 and 42: (i) accommodating student diversity
Page 43 and 44: Teachers involved in the course hav
Page 45 and 46: There are VET subjects, of which th
Page 47 and 48: This approach helps the transition
Page 49 and 50: Young people are referred to the pr
Page 51 and 52: to become contributing members of t
Page 53 and 54: Rules are negotiated with the young
Page 55 and 56: 5Characteristics of Programs That W
Page 57 and 58: The review processes that already e
Page 59 and 60: attitude to learning and enhanced s
Page 61 and 62: 6Conclusion and RecommendationsMr G
Page 63 and 64: 2.4 That program activities include
Page 65 and 66: ReferencesACFE Board (1998) Young a
Page 67 and 68: Withers, G. and Batten, M. (1995) P
Page 69 and 70: Successful learning projectsDraft o
Page 71 and 72: Successful learning projects 1998Dr
Page 73 and 74: Program and LocationTarget Group, P
Page 81: Program and LocationTarget Group, P
Page 91 and 92: Program and Location- Certificate i
Page 103 and 104: Program and LocationCambodian Youth
Page 105: APPENDIX IIICURRICULUM OUTLINE FOR
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