KIDS ON TRACK Connecting Marginalised Youth in the Growth Corridor Report of Findings July 2012 A joint initiative of Windermere, Victoria Police and Monash University
Project funding contributed by The Ian Potter Foundation
www.windermere.org.au
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Executive Summary Purpose The aim of The Kids on Track (KoT) prevention pilot project was to assist young people aged 10 to 17 (revised to 10-15) years at risk of criminal behaviour to improve their confidence, resilience, safety and protective factors. The project objectives were as follows. 1. To engage young people that display behaviours that may lead to offending behaviour. 2. Reduce young people’s participation in criminal activity ensuring they become active citizens in their community. 3. Engage young people to participate in their communities through connections with community leaders and community sporting and social clubs 4. Evaluate the results of the pilot program with the aim of demonstrating its value for mainstream delivery and expansion beyond the local Cardinia Area. The focus was to achieve a broad approach to crime prevention by pro-actively creating social connectedness for youth at risk (shown in evidence based research to be a central protective factor), facilitating resilience, and promoting thriving family and community life.
Methods The project targeted young people who had been cautioned by the Police, with participation being voluntary. The project took a holistic approach and encouraged the involvement of their family and friends. The KOT triage process and intensive intervention involved a strong linkage with services such as mental health, anger management, family services, mentoring, homelessness support and substance abuse, which in conjunction with the existing diversion program, provided a multifaceted approach to improving behaviour. The intervention focus was on building self-confidence, enhancing personal capacity, education around the consequences of crime and building bridges into their local community. The project design encompassed supplementary group work and referral into specialist support services. In collaboration with local service providers, gaps were identified and connections established to sustain support once the more formal intervention period ended. KoT engaged groups of young people referred in by Police and schools, in 8 week programs. Each group met once a week after school hours. The groups were focussed on personal growth and recreation to build confidence, skills and resilience.
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Results Positive improvements that are evident post KoT that were not evident at commencement, include: Greater enthusiasm and hope Fun and enjoyment New friendships Feeling supported, cared for and valued Some change in attitudes and behaviour Optimism and purpose for the future A sense of belonging Positive changes in self perception and personal growth Participant value of the KoT program Beginning to see there are ways of resolving problems without fighting Reduced anger / temper among some participants Not taking other people’s belongings Trust and confidence in Police. The Program helped “me learn to ‘pull my head in’ and not be so naughty anymore and to learn respect for others.”
Recommendations Recommendation 1: Consider the additional areas for focus as part of future KoT activities as detailed in Table 12 (herein). Recommendation 2: Reconfigure survey questions for future KoT programs to avoid double negatives and ensure clarity of intent. Recommendation 3: Consider the recommendations detailed in the Monash University KoT Evaluation Report when planning future KoT activities (see Appendix 2 for details).
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Acknowledgements We would like to extend our appreciation to the young people who participated in the Kids on Track pilot project for their commitment and trust, and to their families and friends who supported and encouraged their participation. We are proud of their achievement in seeking a more positive life path, and wish them well for a brighter future. Windermere is grateful for the contributions and goodwill that have enabled the successful delivery of this project. The positive outcomes are testament to all involved. Specifically, Windermere would like to take this opportunity to acknowledge: Philanthropy for funding this project Victoria Police Officer Primary School Pakenham Hills Primary School Cardinia Shire Council Monash University.
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Table of Contents Executive Summary....................................................................................................... 2 Purpose...................................................................................................................................................... 2 Methods..................................................................................................................................................... 2 Results....................................................................................................................................................... 3 Recommendations..................................................................................................................................... 3 Acknowledgements ....................................................................................................... 4 Table of Contents .......................................................................................................... 5 List of Tables ................................................................................................................ 6 SECTION 1: OVERVIEW OF WINDERMERE'S KIDS ON TRACK PROJECT Windermere’s Kids on Track Project Scope ................................................................... 8 Background and Purpose .......................................................................................................................... 8 Aims and Objectives ............................................................................................................................. 8 Rationale ............................................................................................................................................... 8 Target Group ......................................................................................................................................... 8 Partners...................................................................................................................................................... 9 Methodology ............................................................................................................................................. 9 Referral and Triage ............................................................................................................................... 9 KoT Group Sessions ........................................................................................................................... 10 Graduation Ceremony ......................................................................................................................... 11 Evaluation Framework............................................................................................................................ 11 Monitoring Effectiveness and Congruence with Objectives............................................................... 11 Indicators of Success........................................................................................................................... 12 Project Outputs.................................................................................................................................... 12 Project Outcomes – External Evaluation ............................................................................................ 12 Ethical Considerations ............................................................................................................................ 13 SECTION 2: KoT EVALUATION FINDINGS AND RECOMMENDATIONS Research and Anecdotal Evidence............................................................................... 15 The KoT Catchment................................................................................................................................ 15 The KoT Model....................................................................................................................................... 15 Australian Research – A Snapshot.......................................................................................................... 16 Behavioural Issues and Juvenile Justice ............................................................................................. 16 Addressing Risk Factors and Increasing Protective Factors ............................................................... 16 The National Survey of Young Australians – Mission Australia ....................................................... 16 Prevention and Early Intervention ...................................................................................................... 17 Project Evaluation Methodology .................................................................................. 19 Monash University Brief......................................................................................................................... 19 Data Collection Methods ........................................................................................................................ 19 Pre and Post Survey ............................................................................................................................ 19 Pre and Post Youth Focus Group........................................................................................................ 19 Findings and Analysis ................................................................................................. 21 Stakeholder Feedback ............................................................................................................................. 21 Pakenham Hills Primary School (PHPS) ............................................................................................ 21 Victoria Police..................................................................................................................................... 22 Officer Primary School ....................................................................................................................... 22
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Youth Focus Group Pre and Post KoT Intervention Qualitative Findings and Comparative Analysis (2011-12)................................................................................................................................................. 23 Pre KoT Intervention Findings ........................................................................................................... 23 Post KoT Intervention Findings.......................................................................................................... 25 Pre and Post KoT Intervention Discussion ......................................................................................... 28 Summary ............................................................................................................................................. 28 Limitations of the Methodology ......................................................................................................... 29 Summary of Monash University’s Quantitative Survey Findings Pre and Post KoT Intervention ........ 30 Introduction......................................................................................................................................... 30 Profile of KoT Participants ................................................................................................................. 31 Profile of KoT Participants’ Families ................................................................................................. 32 Pre and Post KoT Measure of Change in Attitudes ............................................................................ 34 Pre and Post KoT Measure of Change in Self Efficacy...................................................................... 35 Pre and Post KoT Measure of Efficacy and Family............................................................................ 36 Pre and Post KoT Measure of Enhanced Connection to and Engagement with the Local Community ............................................................................................................................................................. 37 Pre and Post KoT Measure of Reduction in Reported Anti-Social Behaviours ................................. 37 Summary of Overall Findings ...................................................................................... 39 Achievement of Project Objectives .............................................................................. 39 Conclusion and Recommendations ............................................................................. 40 Conclusion .......................................................................................................................................... 40 Recommendations............................................................................................................................... 40 APPENDIX 1: STEERING COMMITTEE TERMS OF REFERENCE................................................................ 41 APPENDIX 2: MONASH UNIVERSITY EVALUATION REPORT FINDINGS & RECOMMENDATIONS.... 45
List of Tables Table 1: Table 2: Table 3: Table 4: Table 5: Table 6: Table 7: Table 8: Table 9: Table 10: Table 11: Table 12:
Pakenham Hills Primary School Feedback on Perceptions of KoT Key Issues Faced by Youth in Pakenham as Identified by Local Police Youth Focus Group Pre Intervention Expectations 2011 and 2012 Cohorts Youth Focus Group Post Intervention Achievements 2011 and 2012 Cohorts KoT Participants Demography KoT Participants’ Families Attitudes and Behaviours Pre and Post KoT Attitudes Pre and Post KoT Self Efficacy Pre and Post KoT Efficacy and Family Pre and Post KoT Community Connection and Engagement Pre and Post KoT Community Connection and Engagement Summary of Qualitative and Quantitative Findings
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Section 1: Overview of Windermere’s Kids on Track Project
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Windermere’s Kids on Track Project Scope Background and Purpose Aims and Objectives The aim of The Kids on Track (KoT) pilot primary prevention project was to assist young people aged 10 to 17 (revised to 10-15) years at risk of criminal behaviour to improve their confidence, resilience, safety and protective factors. The project objectives were as follows. 1. To engage young people that display behaviours that may lead to offending behaviour. 2. Reduce young people’s participation in criminal activity ensuring they become active citizens in their community. 3. Engage young people to participate in their communities through connections with community leaders and community sporting and social clubs 4. Evaluate the results of the pilot program with the aim of demonstrating its value for mainstream delivery and expansion beyond the local Cardinia Area. The focus was to achieve a broad approach to crime prevention by pro-actively creating social connectedness for youth at risk, shown in evidence based research to be a central protective factor; facilitating resilience and promoting thriving family and community life.
Rationale Each year Cardinia Police receive an overwhelming number of requests and referrals for youth to be cautioned (for details of this process, see ‘Referral and Triage’ section herein) . As the population is increasing at a rapid rate in the Cardinia Growth corridor, so too is the incidence of youth crime. Youth offending has risen approximately 25% over the past three years, it is anticipated that this figure will continue to grow as the population and demographics of young people within the growth corridor continue to increase. Local Police report that they regularly receive calls from concerned parents, care givers, schools and others regarding young people between the ages of 10 - 15 who are demonstrating early signs of behaviours that lead to offending. The KoT Youth Worker undertook desktop research to ensure the area and demographic selected was the most appropriate to trial the KoT model. Anecdotally, it was identified that there is a gap in services for young people aged 11 to 13 years in Cardinia. Research findings indicate the provision of integrated support and intervention as early as possible with young offenders, can prevent or reduce further criminal behaviour. This is fundamental to the very essence of the KoT approach, and the purpose of engaging Monash University as a project partner, was to verify if the KoT model could indeed positively impact attitudes and anti social behaviours.
Target Group The target group was initially defined broadly as being 10 to 17 years, however the pilot targeted young people 10 to 15 years of age residing in, attending school or with strong links to the Cardinia Shire; who reflected ONE area of project eligibility, including: Identified by their school as being at risk of committing offences
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Identified by other Family Services and organisations as at risk of moving into offending behaviours. Been processed by the Police once either through a caution or formal charges Come to the attention of the Police as at risk of moving into offending behaviours Been processed by the Police on more than one occasion but not received a youth justice order from the courts Is a co-offender of another KoT participant.
Partners A Kids on Track Steering Committee was established at project outset, comprising representation from Windermere, Victoria Police, Officer Primary School, Pakenham Hills Primary School, Cardinia Shire Council and Monash University. The ability to successfully trial the KoT model was dependent upon the goodwill and involvement of these partners, not only in overseeing, directing and modifying approaches, but also as a referral source. The Committee initially met monthly. Once the project was well established, this was revised down to quarterly meetings (see Appendix 1 for Terms of Reference).
Methodology Referral and Triage The project targeted young people who had been cautioned by the Police, with participation being voluntary. The project took a holistic approch to working with the young person and encouraged the involvement of their family and friends. The Police played a pivotal role in the pilot, as the majority of referrals came from their Caution Program. Other sources of referral were schools, family and other community services. Participating schools were asked for a list of the names of the students that would be participating in the KOT program, and to seek parental/guardian consent prior to commencement. The involvement of magistrates enhanced participant commitment. Referrals were considered in the context of respect for the diverse needs of gender, age, culture and language. The KOT triage process and intensive intervention involved a strong linkage with services such as mental health, anger management, family services, mentoring, homelessness support and substance abuse, which in conjunction with the existing diversion program, provided a multifaceted approach to improving behaviour. The intervention focus was on building self-confidence, enhancing personal capacity, education around the consequences of crime and building bridges into their local community. The project design encompassed supplementary group work and referral into specialist support services. In collaboration with local service providers, gaps were identified and connections established to sustain support once the more formal intervention period ended. Windermere’s extensive cross-sectoral connections across the Southern Region enabled access to expertise, resources and client pathways. Community engagement, development and educative approaches suitable for the target group underpinned the project, hence the employment of a Project Officer with proven experience in youth work and community development. The Project Officer (hereon referred to as the ‘Youth Worker’) was responsible for triage of participants, coordination of youth work, referrals to supplementary services, booking activities, supporting the steering committee, development and communication with networks, liaison with evaluators and records management.
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The Youth Worker had overall responisibility for establishing the pilot which involved the delivery of 4 x 8 week programs for approximately 20 young people. The total number of participants engaged in the pilot ended up being 105. The Youth Worker also supported the Caution Program in conjunction with the Police and Cardinia Youth Services. The Caution Program is a workshop that targets young people aged 10-17 years who have been identified as being involved in criminal activity. Young people are assessed on an individual basis by the relevant Police Officer regarding whether or not they will be formally charged or given an official Caution and required to attend this workshop. If it is decided that the young person will be given a Caution rather than being charged, they are required to attend the workshop with their parent/caregiver/guardian at the time and day allocated by the Police Officer. The young person must be actively involved in all activities and discussions to ensure the workshop is beneficial. Those who complete the workshop are followed up over a 12 month period to assess effectiveness. The participants receive a follow up phone call from the Police two weeks after they have completed the workshop and again at 6 months and 12 months. Participants are offered support from KoT at the conclusion of the Caution Program, providing an additional layer of support and intervention. This integrated approach between the Police and Windermere was fundamental if the Project Objectives were to be achieved and behavioural change sustained.
KoT Group Sessions Initially, KoT involved an 8 week program operating from Pakenham comprising a group of 10 to 13 year olds and a group of 14 to 17 year olds. There was a limit of 10 young people per group. Each group met once a week after school hours. Windermere were able to assist young people in accessing transport from school to the KoT sessions. At the end of term 4 in 2011, a decision was made to run the sessions from the two participating schools (Pakenham Hills Primary and Officer Primary). This alleviated limitations caused by hall hire, set up and transport. Sessions were conducted within school campuses in the first semester of 2012 and included provision of a teacher to support facilitation of the sessions. The first part of each weekly session focussed on personal growth. This involved activities on: building confidence goal setting trust and respect anger management mental health information tobacco and alcohol education leadership skills employment and education information exploring and challenging attitudes about violence stereotyping and social norms. The second part of each weekly session focussed on recreation. This involved: a local provider of recreational activities informing participants on how to connect with community activities access to a discretionary fund to enable engagement in the activity
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encouragement to remain involved in the activity. Example: A local Martial Arts Therapy Facilitator attended and ran a martial arts training session, involving an introduction to the sport and encouragement to join and feel connected. The KoT discretionary fund was made available to pay for participants joining fees, uniforms, yearly fees and other related costs. Evaluation will continue to track sustained engagement of the young people in their chosen activity. The other crucial component of the sessions was the individual support provided by the Youth Worker to participants requiring extra assistance. The Youth Worker assisted each young person to set goals, encouraged them to work on achievement of the goals, and provided referrals to external services as required. This was undertaken in collaboration with the participant, their parent/s, teacher and school principal.
Graduation Ceremony At the conclusion of the sessions, participants attended a graduation ceremony. Parents were invited to attend, and it was an opportunity for the young people to share and celebrate their learnings, and identify their goals for the future. Each participant received a Certificate of Completion – a tangible momento acknowledging their commitment and participation. The Youth Worker continued to have regular contact with each young person following program completion to track their progress, and any emerging needs or issues (secondary prevention).
Evaluation Framework Monitoring Effectiveness and Congruence with Objectives Progress and effectiveness was monitored by a KoT Steering Committee comprising partners in the delivery of the project and Monash University as the Project Evaluators. The Committee met monthly and monitored progress against the Project Methodology (objectives and activities), and a qualitative and quantitative evaluation methodology was developed to measure outputs and outcomes. The data to inform the evaluation process was obtained from participant feedback on satisfaction and behavioural change (informal feedback and formal surveys), session observations, supervision, stakeholder meetings and management meetings. Project learnings and outputs were utilised to inform modification to the methodology and perpetuation of the Project’s message across the catchment; and all data, processes, reviews, and outcomes were externally evaluated. The Steering Committee ensured the Youth Worker was responsible and accountable for: providing quality services which were effective, efficient, and appropriately targeted working collaboratively to deliver the program contributing to the overall development and improvement of the program such as sharing best practice and participating in Action Learning complying with all relevant legislation documenting processes, work requirements and progress providing progress reports and a final acquittal report to various Foundations and Trusts including measures against the following performance indicators outlined in the project methodology for each activity:
achievement of agreed goals and objectives as stated in the funding agreement; and
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satisfaction level of participants with project activities.
Indicators of Success The Steering Committee established indictors of success at project commencement, which included: Percentage of youth that have completed the initial program (in retrospect, this is ambiguous as it does not provide any baseline for measurement eg. the desired or expected minimum number of initial participants to complete the program) Self rating of change in attitude towards criminal activity Change in attitude as assessed by key family members and school No further criminal/anti social/violent behaviour Positive involvement in ongoing healthy activity eg. sport, youth group, training, success at school or similar. Other desired outcomes included: 1. Engaging a minimum of 80 at risk young people in the project. 2. Participants completing a customised suite of activities over 8 weeks. 3. Evaluating the results of the pilot with the aim of demonstrating its value for mainstream delivery and expansion beyond the local Cardinia area. 4. Achieving a 90% reduction in offences and recidivism by participants. 5. Documenting perception from 95% of participants that the project has provided significantly higher self esteem and a positive outlook. 6. Demonstrating a measurable and prolonged increase in community connection by participants – that 60% of participants remain engaged with community activities 2 years after completion of the KoT program (this will require a longitudinal evaluative process and therefore is unable to be discussed within this Report).
Project Outputs The agreed Project outputs to contribute to the youth crime prevention evidence base, included: External Evaluation Report for shared learning and replication Final Project Report for the Trustees Recommendations (detailed in the above reports) to improve project methodologies (approaches and evaluation) to in turn enhance participant outcomes and sustain the benefits.
Project Outcomes – External Evaluation An external evaluation was conducted by Monash University, involving development of an evaluation framework at project commencement, collation of data (collected and supplied by KoT personnel) and reporting at the end of the pilot period. Specifically, Monash University was contracted to undertake the following evaluation activities. 1. Prepare, submit and complete a suitable Ethics Application to Monash University Human Research Committee. 2. Analyse quantitative pre and post survey data after completion of each KoT group in 2011 and 2012. 3. Evaluate the impact of the intervention and outcomes on KoT participants in relation to:
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a. Reduction of youth crime b. Promotion of pro-social behaviours c. Connectedness and engagement d. Family support and changed attitudes. 4. Analyse pre and post interview data obtained from 16 focus groups 5. Prepare an Evaluation Report on above findings and analysis. A summary of findings from Monash University’s Evaluation Report is included herein (see Section 2). A full copy of the Report will be supplied upon request.
Ethical Considerations Prior to embarking on an evaluation process that was to include interviewing and surveying participants, the KoT Steering Committee were required to apply for ethics approval to maximise professional integrity, privacy and student welfare. This included ensuring participants were fully informed of the voluntary nature of participating in evaluation activities. Ethics approval was sought from the Monash University Ethics Committee with the assistance of the external evaluators. As part of the process, the Committee requested that participating schools complete and return a Letter of Endorsement. School principals were asked to sign this letter to confirm their support and approval of the KoT Project surveys being completed within their schools. The student surveys were not permitted to be distributed until the Letter of Endorsement was returned. Additionally, as survey respondents were aged under 18 years, a letter and accompanying parental consent form were distributed to parents. Where consent was obtained, the student was ineligible to complete the surveys. This did not however have any impact on participation or access to core KoT activities. The Monash University Ethics Committee approved the methodology, enabling initiation of the interviewing and surveying process.
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Section 2: Kids on Track Evaluation Findings and Recommendations
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Research and Anecdotal Evidence The KoT Catchment The Shire of Cardinia was selected as the target catchment due to: A 25% increase in youth offending across the catchment over the past 3 years Police indicating a need for programs focused on helping young people who have offended once or twice and who currently face few options in the court system The limited preventative and support services available, particularly for the pre-adolescent age group. The population of the Shire of Cardinia is expected to increase from just fewer than 60,000 in 2006 to 122,461 by 2021 – an increase of 105% (id 2008). This growth will be predominately in the areas of Pakenham, Beaconsfield and Officer, hence the engagement of schools from these areas in the KoT pilot. The projected growth, in the absence of support infrastructure, is likely to exacerbate the rates of offending and lack of access to support. Government and developers alike are beginning to acknowledge the importance of growth corridor planning and investment to ensure new communities are socially, economically, culturally and environmentally sustainable. The Victorian State government acknowledges the importance of growth corridor planning and investment to ensure new communities are socially, economically, culturally and environmentally sustainable. This commitment is reflected in A Plan for Melbourne’s Growth Areas (Department of Sustainability and Environment (DSE) 2005) and Melbourne 2030 which are underpinned by legislation, namely, the Planning and Environment Act 1987. Whilst these governmental strategic directions are congruent with the preventative and early intervention nature of KoT, they do not specifically address the establishment of collaborative crime prevention approaches. Initiatives such as KoT contribute to the broader evidence base that informs planning for safer communities.
The KoT Model Local anecdotal evidence suggests that mentoring and peer education positively impacts the rate of youth re-offending and reduces the likelihood of entering the justice system. The triage system and intensive support that was part of the KoT model provided clear linkages with specialist services and young offenders programs, which in turn ensured a holistic approach to addressing anti social and unlawful behaviour. The initial concept for KoT was developed based on models of good practice from across Australia and overseas. These learnings of the most effective approaches to achieve the best possible outcomes were fundamental in informing KoT activities, yet it was unclear how effective KoT interventions would be, applied in a different context. This was the purpose of engaging external evaluators.
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Australian Research – A Snapshot Behavioural Issues and Juvenile Justice The Federal Department of Family, Housing and Community Services and Indigenous Affairs acknowledges that crime can be addressed by strengthening communities via building networks and support structures, providing access to support and services and increasing opportunities for community members, including young people, to be engaged in community life. Hence the importance of recreational participation and inclusion of this area of focus in KoT sessions. According to the Australian Institute of Health and Wellbeing (2009), children and young people can have diverse impairments such as physical, intellectual, sensory and psychiatric, and this can lead to less involvement and connection within society and their community. The statistics in 2009 showed an estimated 492,500 children and young people aged between 0-24 years of age with a disability (6.8% of the population). The rates were higher among males aged between 5-14 years and the disabilities were primarily associated with behavioural disorders such as ADHD (Australian Bureau of Statistics, 2010). The Australian Institute of Health and Welfare (AIHW, 2011) found that on an average day between 2009 and 2010, almost 3 in every 1,000 young Australians were under juvenile justice community based supervision, and 15% were in detention. Of this number, males were almost five times more likely than females to be under supervision. Young people from disadvantaged areas were more prevalent in these programs, being five times more likely than those from a higher socioeconomic situtation, and young people living in remote areas showed a higher rate than young people living in the city areas (note: this data excludes figures from Western Australia and the Northern Territory).
Addressing Risk Factors and Increasing Protective Factors Research indicates a range of risk factors that can impact on the mental health and behaviour of a child/young person, and conversely, there are protective factors that can improve resistance to these risks. The presence of multiple risk factors generally increases the likelihood of mental health and behavioural issues. According to Bernard (2004), teaching children skills for social and emotional competence not only improves their wellbeing, but it has also been found to improve motivation and school performance. Windermere is highly experienced in identifying and managing risk factors and enhancing protective factors among young people at risk – this is its core business. The individual’s abilities and needs, family relationships and circumstances, connection with and experience of school, social inclusion, in addition to stressful life events, can compound and have a significant impact on all life areas. Living with violence in the home and among violence and crime in the neighbourhood may dilute the broader anti-violence message. This concept was included in the KoT survey to determine if a link exists between a violent environment and anti social or violent behaviour among young people.
The National Survey of Young Australians – Mission Australia Since 2002, this survey, the largest of its type in Australia, has been giving young people a voice, sparking community discussion and informing governments, educators and social policymakers. In 2011 the survey was completed by 45,916 young people aged between 11 and 19. The survey consisted of
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questions around what young people value, their issues, who they turn to for support and advice, and what activities they are involved in. In summary, the top four issues or concerns for Victorian young people were: Coping with stress, with 38.4% of respondents identifying it as a major concern, up in the last two years from 26.7% in 2010 and 17.8% in 2009 School or study problems, with 37.1% of respondents identifying it as a major concern, a significant rise from the 24.6% reported in 2010. Body image, with 33.2% of respondents identifying it as an issue of concern Family conflict, bullying, emotional abuse and personal safety, with just over 20% of respondents identifying it as a concern. Young people were asked to rank what they value. In summary, the top three for Victorian young people were: Family relationships (74.8%) and friendships (62.3%) School or study satisfaction (39.0%), an increse on the 30.8% figure in 2010 Physical or mental health (36.6%). Understanding the key issues or concerns of young people and what it is they value the most, is useful knoweldge to inform activities designed to engage young people. This has been and will continue to be, relevant to KoT planning and continued engagement of participants. We know that social isolation and disconnection from support systems, including schools, is a risk factor for mental health issues, which in turn can manifest in the person’s behaviour eg. anti social, withdrawn etc. To identify where young people turn for advice and support regarding their main issue of concern, is useful to understand the sources of support they are most likely to engage with. The KoT survey sought this information too. It could be argued that the background and circumstances of the young person undertaking the survey would have a significant bearing on the data, as a reasonable expectation would be that those from dysfunctional homes with poor parental relationships, would be less likely to turn to them for advice and support. Nevertheless, the data is useful and the majority of respondents in the National Survey indicated they would talk to friends (84.48%) more often regarding all issues of concern – stress, school, body image, family conflict, and emotional abuse/bullying. The second highest number (74.12%) indicated they would talk to their parents regarding all of the above issues of concern. Figures for family friend/relative, teacher and school counsellor were significantly lower.
Prevention and Early Intervention The World Health Organisation (WHO, 2012) states “Early childhood development is considered to be a most important phase in life which determines the quality of health, wellbeing, learning and behaviour across the life span. It is a period of great opportunity, but also of great vulnerability to negative influences and constitutes a unique phase for capitalising on developmental forces to prevent or minimise disabilities and potential secondary conditions”.
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As a matter of interest to the development of healthy children, the World Health Organisation has developed 10 Facts about early child development as a social determinant of health. They are all equally relevant, but in particular Fact 10 states that: “Among all the social determinants of health, Early Childhood Development (ECD) is the easiest for societies’ economic leaders to understand because improved ECD not only means better health, but a more productive labour force, reduced criminal justice costs, and reductions in other strains on the social safety net. National and international fiscal and monetary institutions need to recognize that spending on early child development is an investment and incorporate it into policy accordingly.” WHO and Australian Governments alike (eg. FV and child protection alliances, Communities for Children, Best Start, Department of Justice youth initiatives) emphasise the importance of prevention and early intervention to reduce the impact of negative influences and criminal justice involvement. This is the fundamental purpose of KoT – to re-educate young people, create an anti-violence culture and positively influence their behaviour and sense of wellbeing. Again the KoT evaluation process sought data in this regard, the details of which follow. The Literature Review undertaken by Monash University as part of the external Kids on Track Evaluation (Zyngier and Pruyn, 2012:11), concluded: What appears manifestly evident – based on this review of the literature on the work of NGOs, the Commonwealth and academic researchers – is that, in the area of youth crime prevention and reduction, the community-based, skills and self-esteem building, diversionary program being implemented through Windermere’s KoT is indeed following national and international best practice.
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Project Evaluation Methodology Monash University Brief The role of Monash University was to provide an evaluation framework for KoT and assist the Youth Worker in the choice of tools, data analysis and editing of the report. This framework gathered evidence of program effectiveness based on agreed Key Performance Indicators. It also gathered pre and post program data regarding incidence of youth crime, school attendance rates and employment. Additionally, Monash was engaged to identify and analyse other similar trials; review existing research and reports on the theoretical underpinnings of early intervention; identify population and crime projection data, and Police data/trends. Monash measured and evaluated the impact of the intervention and outcomes on the youth participating in KoT in relation to: Reduction of youth crime Promotion of pro-social behaviours Connectedness and engagement Family support Changed attitudes.
Data Collection Methods Pre and Post Survey Participants were surveyed before and after KoT intervention using questions based on previously validated survey instruments used in similar programs in the European Union and the Youth Report Measures for Children and Adolescents by Dr Robert Goodman (2002). Each question was attributed a numerical value. Surveys were administered by staff of Windermere who transcribed the data into a spreadsheet. The first part of the Survey focussed on demographics of the family and the second part was to measure the participant’s behaviour prior to commencement of the program and again at completion. The survey was conducted on the first day of the program for approximately 45 mins.
Pre and Post Youth Focus Group KoT staff conducted a morning tea with parents to meet and greet and explain the program and evaluation process, including details of the pre and post KoT intervention survey and Youth Focus Group observations. The facilitated Youth Focus Group process involved asking participants 6 questions regarding their expectations of KoT at program commencement, and then again at completion to gauge if their expectations were met. The responses were documented by a scribe, allowing the facilitator to engage with participants and build rapport.
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The first activity of the Youth Focus Group was for participants to set Group Rules. Each person was given a sheet of butcher’s paper to list the behaviours they should and should not demonstrate in order to respect other Group members and in turn be treated with respect. Once completed, the lists were displayed on the wall. The following is a combination of the young participant’s lists – which in themselves indicate understanding of social behavioural norms and reflect their priorities.
Kids on Track Rules Be happy No swearing, bullying or name calling Don’t eat when nono-one else is eating Respect other’s property Respect Respect the teachers No kicking, hitting, running or yelling Be nice and honest Put your hand up and wait your turn Be positive to each other Don’t be afraid to speak up Use nice manners Don’t talk back Do as you are told
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Findings and Analysis Stakeholder Feedback Pakenham Hills Primary School (PHPS) PHPS has 412 students with many from low or single income households. Grade 5/6 teachers referred 15 students into KoT, 3 had previously had involvement with local Police. The remaining students had not had any involvement with Police. Of the 13 students, the school indicated that half of them demonstrated mental health issues, even though they had not been formally assessed or diagnosed. PHPS feedback on KoT is presented in a summarised, descriptive form under the headings: ‘Project Successes’ and ‘Areas for Improvement’. Table 1
Pakenham Hills Primary School Feedback on Perceptions of KoT
Project Successes
Areas for Improvement
• Guest speakers were engaging • Possibly smaller groups of 6 students would be ideal. 15 are too hard to manage, given the issues required for them to enter the program; • Variety of guests were terrific • Much of the content covered in the trained professionals working in school would not have this many in KOT program is already covered in one group the classroom, whilst addressing • Large numbers often meant that ‘crowd control’ was the primary role of facilitators, teachers and workers, therefore the aim and overall target our Victorian Essential Learning of the program was not addressed Strands (reinforces message) • Project staff were very patient and • Having the program at school often means less commitment from parents as the onus on them to attend sessions is not perceived as engaging. being important • Length of sessions should possibly be shorter in duration - 3 hours is a long time (content coverage could have been done in a 1 hour session) • Often students are reluctant writers and much of the core content required them to write - possibly need to look at other ways to engage and manage the administration. Comments: The above feedback indicates satisfaction with the personnel delivering the program, but suggestions for improvement to the structure and delivery of sessions going forward. Large numbers of participants were seen as difficult to manage, and should be reduced where possible. The duration of sessions was considered too long and is not ideal for maintaining concentration and engagement of young people, hence school class times being limited to less than 1 hour. As indicated above and by participating students, the extent of writing required, including the survey, was excessive.
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Victoria Police The Youth Resource Officer at Pakenham Police Station was interviewed by phone to identify the key issues relating to young people in the area. Table 2
Key Issues Faced by Youth in Pakenham as Identified by Local Police
• An increase in criminal damage, property damage and graffiti, mainly in the Pakenham CBD • An increase in school age drinking, including some sporting organisations continuing to foster a drinking culture • An increase in young people skipping school (truancy), and truancy among younger children. Truancy and school disengagement is one of the factors increasing the rate of criminal and property damage and graffiti • An increase in assaults by and on young people • A growing incidence of young people who are perpetrators of domestic violence • An absence of mental health services that can support families where parents or young people have mental health issues • A change in culture which results in young people seeking external sources of recreation, rather than developing their own entertainment. Comments: The above feedback indicates that from a Police perspective, youth crime and anti-social behaviour is on the increase in Cardinia, which may be in part attributable to boredom and lack of support services. It was suggested that a partnership between Council and the Police to promote and expand participation by sporting clubs in the Good Sports Program would be a useful way of addressing the increase in underage drinking at a number of sporting clubs (this is reflected in the Cardinia Shire Council Youth Policy and Strategy Background Paper 2007).
Officer Primary School The Principal of Office Primary School adopted a modified version of KoT, which was conducted in the Grade 5 classroom on campus. The Youth Worker was assisted by the class teacher, which was valuable in regards to support and follow through in terms of incorporating the learnings from KoT into day to day lesson plans. This enabled the key messages to be reinforced and sustained beyond KoT intervention.
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Youth Focus Group Pre and Post KoT Intervention Qualitative Findings and Comparative Analysis (2011-12) Pre KoT Intervention Findings Across an 18 month period from February 2011 until June 2012, 105 young people aged between 10 and 15 years participated in the KoT program. The 2011 sessions were conducted in the community and the 2012 sessions were school-based, thus the former group composition ranged from 10-15 years of age, and the latter groups ranged from 10-12 years of age (senior primary school only). A Youth Focus Group was conducted at commencement and completion of sessions to gauge changes in attitudes and behaviours. Each group numbered between 15 and 20 participants. The following table represents combined thematic responses of all groups to six pre-set questions as an indicator of their expectations.
Table 3
Youth Focus Group Pre Intervention Expectations 2011 and 2012 Cohorts
Q1. Are there any stories that you would like to Q2. Why are you here to be in this program? share as a result of completing the survey? 2011 (community-based) No, it was boring. (high numbers gave this response) I liked it, it was funny and awesome. I liked it, it was normal, no issue. It was like an interview, didn’t like it boring. Pretty gay. Alright, not bad, heaps of questions. 2012 (school based) I feel weird. I hope we will have some fun.
2011 (community-based) Cause I get into heaps of trouble. Because I am special. Coz I am the best. Bullying, not helping at home, in trouble all the time. Always in trouble and don’t listen to anyone. Cos I’m a shithead, leave class when ever I want. Keeping on track, coz I don’t care. Cos I’m a shithead, I eat in class, and I’m violent towards the school teachers. 2012 (school based) To be a captain. Because I thought it might be fun. To meet new people. To have fun and learn. I was in a ‘Girls in Charge’ program and Mr T thought I would want to be in this program. I don’t know. So I can get help in life.
Q3. What do you expect to happen while you are Q4. Can you describe who you will be in 12 here? months? 2011 (community-based) Communication better with people at school. I want to go on the prison excursion. I want to go to the Skate Park. Be on track more at school and home.
2011 (community-based) I don’t know. I will be in grade 6. PS3 Champion. Getting into Year 7.
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Youth Focus Group Pre Intervention Expectations 2011 and 2012 Cohorts
Help in making better choices. Think before I speak, change my attitude. Go back into mainstream schooling. Have some lunch, better self control and self esteem. 2012 (school based) Get help be respectful and have manners in life. I will get to hear some stories and meet the Melbourne Storm. To become a better dancer. I will learn new things, and find the fun in my life.
Passing grade 5. Pass year 8 and go to year 9. Back at school, Fountain Gate High. Starting Apprenticeship and I want to be successful at it. I want to be a builder in grade 10. 2012 (school based) I would like to be a kinder person. I will be a happy 13-year-old. More Awesome, more swag and a new person.
Q5. How do you think you will get there or Q6.What support or assistance do you think you become that person? might need? How can we help? 2011 (community-based) 2011 (community-based) Don‘t know. Positivity and empowerment. Be good and act nicely. Help with getting mum to say yes and let me go to Fountain Gate High. Earning the right to graduate to get into year 7, respect and listening. Don’t know. Better listening and behaviour. 2012 (school based) To do my work. I don’t know. Need to apply to get parental permission. By helping me to make better choices, so I don’t get into trouble. Will power and self control. Help with better listening and behaviour. 2012 (school based) I will have to work hard in grade 5 to be in grade 6. I will have to get good grades in grade 5. Show respect to others. I will always be this person because I was raised this person, born this person and I will live as this person. Work harder with respecting the rules and trusting myself. Comments: Most of the comments above indicate self awareness regarding their behaviour getting them into “trouble” and resulting in them being referred into KoT. There was a common theme of answering “I don’t know”, which may be indicative of them genuinely not knowing the answer, or could be an indication of not being fully engaged in the process or not understanding the question. Responses to question 3 indicates a mix of expecting fun out of the program in addition to making some positive life changes. Responses to questions 4 and 5 indicate awareness of how they can change their behaviour to achieve more positive interactions and outcomes and a desire for change. Question 5 responses indicate clarity on what needs to be done in order to be the person they hope to be in a year. Many participants were unclear of what support or assistance they needed with a high number of “I don’t know” responses to question 6. The vast majority of participants found completion of the survey “boring”.
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Post KoT Intervention Findings Upon completion the KoT program sessions, participants in each group responded to six pre-set questions as an indicator of their achievements (note: questions 5 and 6 have been merged). The following table represents combined thematic responses of all groups. Table 4
Youth Focus Group Post Intervention Achievements 2011 and 2012 Cohorts
Q1. Are there any stories that you would like to Q2. Why did you participate in this program? share as a result of completing the survey? 2011 (community based) Going on the excursions, getting to know other children. The Melbourne jail was great, and good to learn about the history. Learning that there are certain rules in different environments was good too. Going on the excursions. Found the court room drama interesting and participated in it, but there was too much reading. Also enjoyed the Martial Arts program. Going on the excursions. I enjoyed the Police lady coming to the group. I was able to look at the Police car up close. Martial arts program was good too. Going on the excursions, especially the Melbourne Jail. I really liked the Police lady coming to our program. Going on the excursions were fun and I liked the martial arts program. I think that the survey is boring but I will answer it anyway. (high numbers gave this response) 2012 (school based) I was scared at first. I trust my mum. Learning to trust others can take time. I liked the MAT Program and hip hop. I am trying not to get angry. We had to do push-ups and sit-ups.
2011 (community based) To make new friends; to get out of school, and to see positive changes to my behaviour. Always getting into trouble at school, and was hoping that the program would help me not get into trouble at school. Didn’t want to be at school and listen to teachers all day. Wanted to have some fun in the program (high numbers gave this response). I don’t like school much and it is boring. I get into trouble a bit and I thought the program would be fun. I wanted to meet new friends because I get picked on at school, and I thought I might learn some new things. The school teacher said that ‘I was just going to do it’ whether I liked it or not. 2012 (school based) Because we had to. We had to learn trust and respect. Our teachers said we had to be here. I heard we do fun things. Because I wanted to meet the Melbourne Storm. My mum told me it would be good.
Q3. Was what happened while you were in this Q4. Can you describe who you will be in 12 program what you expected? months and how you think you will get there or become that person? 2011 (community based) Program has been fun and I have made friends. I have seen the serious side of learning and the fun side. I get to have my own say and be listened to. Program has met my expectations and I had tears in my eyes that the program is finishing. Program has been fun, I have made friends and it has met my expectations. Program was to help me learn to ‘pull my head in’ and not be so naughty anymore and to learn respect for others.
2011 (community based) Well my family is moving to a new town and I will be going to a new school. My parents have told me that we will leave our past behind and make a fresh new start. I have been to Orientation day at my new school and I met 2 new friends. I want to be a better person and have a better attitude. I am going to a new school too. I am happy about making a new start. I have been to see the principal at the new school and he told me I only get one chance with my behaviour, and I think I have learnt a
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Youth Focus Group Post Intervention Achievements 2011 and 2012 Cohorts
Program has been fun and I have enjoyed being with other students like me. I feel like I fit in better here than at school. Program has helped me feel a little more confident around others and I have had lots of fun. Program has been fun and I have made friends. Program has been fun, I have made friends and I enjoyed it. Program has helped me to be a bit more respectful. 2012 (school based) I have made friends. I loved doing hip hop dancing. I loved the MAT program. I have a little bit of respect. I trust the leaders. I’m going to miss the program. We meet nice people. We met Arona and Kathleen. I have shown respect to the girls in class. I’m being good. By having a better attitude towards others. By helping more around the house. I know that I can be more confident around my friends.
bit about respect and some self control in the program that will help me next year. I am looking forward to my new teacher next year – I will have a male teacher for the first time. I also want a good report card and I think I know a bit more now about working with one another from being in the program. I am looking forward to my new teacher next year. I want to see a change in my behaviour at school, and being in the group has taught me that I need to think first before I say or do anything, and try to keep the friends I make. I know now that I can make new friends, and I just have to keep trying to be more confident and nicer to the friends at school. I want to be a better person and have a better attitude towards others. The program has kept me from sleeping in. I am hoping that I will be more confident around others. I feel that this program has helped me see that this is possible. I am looking forward to a new year next year and hoping to make some new friends and keep them. 2012 (school based) I want to be a better person. I want to have more fun in my life. I hope to be more confident. I want to make my mum proud of me. I want to make new friends and keep them. I want to be a captain. I want to pass my tests. I want to do well in sports. I want to get a prize for good work at school. I don’t want to be a shy person. Stop getting into trouble. Be nice to the kids in class. Try new things.
Q5. What support or assistance do you think you gained from this program? How did we help? How could we still help? 2011 (community based) I have felt really supported in the group. When I have been troubled by something, I have been able to talk the leaders and the volunteer who has given me some good advice, and it has been great that I have been listened to. I think I have become more patient and by going to the excursion at the Melbourne jail I have learnt some history about Australia. The program was too short. I would like it to go a little longer, and I wish I could join the next group. I have felt supported in the group. The leaders have all been great and fun. I have enjoyed the workshops and the excursions and I think that the leaders have been nice and fun. I was just starting to get to know everyone
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Youth Focus Group Post Intervention Achievements 2011 and 2012 Cohorts
and now the group has to finish. I have liked being in the group with the other children. I feel like everyone really cares about each other. I don’t feel that I get that at school. The leaders explain things to us, they make it clear if we don’t understand and we know what our boundaries are. I would like to program to go on for a few more weeks. The leaders have helped me when I have needed it. I can go to them at anytime I need to talk about something, and the other children have understood me too. It would be great to have the program go on for a few more weeks. I have enjoyed being in the group with the other children. I feel like I matter, and the leaders have been very helpful, but they have been lots of fun too. I never felt like I was bothering them all the time when I needed some support. I would have liked the group to go on for a few more weeks, and I don’t understand why I can’t join the group next time. I have really enjoyed going to the Men’s Shed and have felt supported in the group. I liked the Martial Arts group too. I have enjoyed getting out of school work and being in the program. The program has helped me stay out of trouble. I liked it when the Police woman came to the program too. My teacher has ‘backed off’ since I have been to the program and I think my behaviour has changed for the better. I have liked being in the group and feel that we have something in common. I don’t feel as isolated now when I am in the group and the leaders have been there when I have needed them. 2012 (school based) I really loved having the Melbourne Storm lady who came to teach us about rugby. I loved the bags and posters and stickers we got from Melbourne Storm. I loved the MAT program it was fun. Arona and Kathleen were nice people. I got a certificate from my teacher for helping in class. I feel more confident when I have to speak in class. I am a captain now. Can I still do the program again please? I want to stay on the program. Can you come back? I have learnt to share my pencils with others. I learnt how to play Rugby League by the Melbourne Storm. I know a Police lady now. Comments: Responses to question 1 indicate the groups identified positives to come from participation in the program, especially the experience gained from excursions and incursions. Question 2 responses indicate a sense of having to be in the KoT program, in addition to having fun and learning. The comment in question 3 “I have enjoyed being with other students like me. I feel like I fit in better here than at school” reflects a sense of belonging that did not exist prior. Responses to this question indicate the program was fun, friendships were formed and there has been some learning that has influenced attitudes and behaviour. All respondents indicated to question 4 a sense of hope and excitement in a new beginning in 2013 through moving house, schools or classes. The 2012 cohort reported a desire to achieve and change. Responses to question 5 (a combination of questions 5 and 6 from the pre intervention) indicate the high level of support experienced by participants during the KoT program. All respondents indicated that they would have liked the program to go “for a few more weeks” – evidence of the success of KoT in effectively maintaining engagement and enthusiasm among participants.
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Pre and Post KoT Intervention Discussion Most notable is the difference in the detail of responses between the pre and post findings. Table 3 reflects short responses that indicate a level of either apathy or uncertainty. Conversely, Table 4 demonstrates a level of enthusiasm and hope that was not seen at program commencement. Strong themes that appear post KoT (per participant responses) that are not evident at commencement, include: Enthusiasm A sense of fun and enjoyment New friendships Feeling supported, cared for and valued Changes in attitudes and behaviour Optimism and purpose for the future A sense of belonging and desire to continue in KoT “for a few more weeks” (evidence of successful engagement). All respondents indicated to question 4 a sense of hope and excitement in embarking on a new beginning in 2013 through moving house, schools or classes; through personal achievement and change. This is a thoughtful and detailed response when compared to the same question in the pre survey. Similarly when asked the support or assistance they might need to get there, most were unclear. When asked post KoT what support or assistance they gained, the responses were heartfelt and indicate positive changes in self perception and the value of the KoT program. Interestingly the responses to question 2 pre KoT include ‘I’ statements - “I don’t care, I’m violent, I’m a shithead”, yet post KoT the same question from the same participants were no longer inwardly focussed or self blaming. In isolation the responses of getting out of school and being told to do it by the teacher could be perceived negatively, however, in the context of other responses in Table 6, it appears to be more about the flippancy of youth and less about perceptions of the KoT experience being negative. Responses to questions 3, 4 and 5/6 (combined questions) demonstrate the greatest shift in thinking when compared to the pre KoT responses. In terms of the program meeting expectations, most respondents stated it was fun and they made friends. Question 4 responses are the standout, with pre KoT responses indicating where they will be in a physical sense in 12 months time eg. in year 9, at a new school, doing an Apprenticeship. The post KoT findings were less about physicality, and more about personal growth and change eg. to be a better person with a better attitude, to be more confident, achieve, and look to 2013 with optimism. Question 5 and 6 responses pre KoT indicated what respondents thought they needed in terms of support and assistance, yet when compared to responses post KoT, there is greater clarity of how KoT has helped them to change and achieve.
Summary The above data indicates that the KoT aim and objectives regarding improved confidence and protective factors, engagement, connection with recreational opportunities and social connectedness were
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achieved according to participants’ self perceptions. Overall, There appeared to be greater awareness of the impact of their attitudes and behaviours on others, and the need for change in order to make and keep friends. Addtionally, particpants indicated they felt supported and less isolated upon program completion.
Limitations of the Methodology Zyngier and Pruyn (2012:20-21) in their evaluation of KoT found that interview questions 1, 4, 5 and 6 need to be modified going forward as they “elicited confused and/or the fewest responses from the child/adolescent participants”. Further they recommended that “…in future iterations of this evaluation, extra care is taken in gathering and reporting the Qualitative Pre- and Post-Interview data. This proved a concern with some of the data collected during evaluation of the 2011 and 2012 qualitative data, and negatively impacted its usefulness. Whenever possible, and using the revised Interview Protocol, all participant answers should be noted verbatim, or recorded and transcribed verbatim. It should also be noted that there is no need to summarise or analyse the participants’ responses by the person collecting or transcribing the data. While supplementary commentary by the interviewers or teacher leaders can be helpful, and would be welcome, it is important that this not substitute for the participants’ own words.” Clearly there is room for improvement to enhance the reliability of findings by improving the method for gathering and reporting data. The process will be revised to ensure it is more rigorous, however for the purposes of gleaning a picture of the progress and outcomes of the KoT pilot, the above findings indicate strong patterns post KoT of attitudinal change regarding the value of the program and a greater sense of social connectedness.
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Summary of Monash University’s Quantitative Survey Findings Pre and Post KoT Intervention Introduction The Monash University Evaluation Report provides full details of the quantitative findings from pre and post KoT intervention surveys conducted with the KoT participants. The content of this section is a summary of these findings. The survey questions were selected from the original validated questions provided by Doctors Zyngier and Pruyn, of the Faculty of Education at Monash University. The purpose of the questions was to measure and evaluate the impact of intervention and outcomes on youth participating in the program using the following measures: Positive changes in attitudes Enhancement of self-efficacy Enhanced connection to & engagement with the local community Reduction in reported anti-social behaviours. It is important to note that due to discrepancies or errors in the recording of the data, some of the statistics are incomplete and do not add up to the total number of participants. However, the following summary provides a useful snapshot.
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Profile of KoT Participants Table 5
KoT Participants Demography
Age / Gender
Living Situation
School Year Level
Where they live
Position in the family
The average age of participants was 11.5 years (just over 50% of participants were 11 or younger while 23% were 13 or older). 61% male 39% female
48% own family home 42% rental house 8% other 2% rental flat/unit
59% of participants were in Grade 5, 15% in Grade 6, 19% in Year 7 and 7% in year 8.
62% live with what is often 36% one older sibling referred to as a “nuclear” 16% two older siblings family where they live with two 34% had three of more older parents and siblings. siblings 17% with their birth mother 14% did not have older 9% parents only, no siblings siblings at home 8% with their birth mother and stepfather 4% father and stepmother
Father’s birthplace
Mother’s birthplace
Language spoken at home
Father’s Education / Employment
66% of fathers are Australian born 10% European 8% New Zealand natives 3% Pacifica 3% African 10% were not aware of their father’s birthplace
78% of mothers are Australian born 9% New Zealand natives 4% European 2% Pacifica 2% African 5% were not aware of their mother’s birthplace
96% of family’s spoke mainly 45% of respondents did not English at home know their father’s education 16% completed high school All fathers completed primary school, but 29% had not completed 12 years of education, which is considerably higher than the Victorian average. Only 9% of fathers were at home or unemployed / on a pension
Mother’s Education / Employment 45% of respondents did not know their mother’s education 24% completed high school 19% had not completed 12 years of education, which is consistent with the Victorian average. Almost half the mothers were at home or unemployed / on a pension
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Profile of KoT Participants’ Families Table 6
KoT Participants’ Families Attitudes and Behaviours
Drug/Alcohol problems in family
Siblings use of alcohol
Siblings use of cigarettes
Siblings use of marijuana
Siblings use of weapons
56% No 25% Yes 19% Unsure
73% Yes 27% No
68% No 32% Yes
86% No 14% Yes
92% No 8% Yes
Siblings suspended or expelled
Parents attitude towards Parents attitude towards participant drinking alcohol participant smoking cigarettes
Parents attitude towards Parental attitude towards participant using marijuana theft of anything worth more than $5
76% No 24% Yes
71% Very wrong 14% Wrong 12% A little bit wrong 3% Not wrong at all
76% Very wrong 18% Wrong 3% A little bit wrong 3% Not wrong at all
92% Very wrong 5% Wrong 2% A little bit wrong 1% Not wrong at all
Parental attitude towards graffiti
Parental attitude towards fighting
Parents ask if homework is Parents want to be informed Parents would know if completed if participant is going to be participant did not get home late home on time
77% Very wrong 13% Wrong 9% A little bit wrong 1% Not wrong at all
45% Very wrong 39% Wrong 13% A little bit wrong 3% Not wrong at all
38% Yes always 35% Yes sometimes 17% Rarely, occasionally 10% No never
Parents know where I am and who I am with
Family has clear rules
Family has clear rules about Parents would know if alcohol and drugs participant drank alcohol
Parents would know if participant was truant from school
54% Yes always 31% Yes sometimes 11% Rarely, occasionally 4% No never
53% Yes always 31% Yes sometimes 13% Rarely, occasionally 3% No never
74% Yes always 21% Yes sometimes 4% Rarely, occasionally 1% No never
69% Yes always 19% Yes sometimes 5% Rarely, occasionally 7% No never
48% Yes always 27% Yes sometimes 15% Rarely, occasionally 10% No never
63% Yes always 20% Yes sometimes 9% Rarely, occasionally 8% No never
75% Very wrong 21% Wrong 4% A little bit wrong 0% Not wrong at all
59% Yes always 30% Yes sometimes 8% Rarely, occasionally 3% No never
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Report of Findings July 2012
KoT Participants’ Family Attitudes and Behaviours
If participants carried a weapon People in their family often insult People in the participant’s family The family argues about the same they would be caught by their or yell at each other have serious arguments thing over and over parents 66% Yes always 22% Yes sometimes 8% Rarely, occasionally 4% No never
18% Yes always 33% Yes sometimes 21% Rarely, occasionally 28% No never
12% Yes always 33% Yes sometimes 30% Rarely, occasionally 25% No never
19% Yes always 30% Yes sometimes 26% Rarely, occasionally 25% No never
Comments: Zyngier and Pruyn (2012:51-52) found that “more than 80% of the participants perceive that they feel they have a great deal of family support and connection. They feel that their families have clear rules and boundaries and that their families care about their welfare and their progress. It is however a concern that between 10 and 20% of these children do not feel that they have adequate social family support. Approximately 75% of participants perceive that their families at the same time as being supportive, may be in some kind of crisis.” The majority of respondents indicated awareness of parental expectations, yet for a small percentage the figures indicate some inconsistent or nonexistent messages regarding behaviour. The findings are weighted in favour of clear rules of conduct, which does not provide indicators of anti-social or criminal behaviour – which was the rationale for referral of participants into KoT. In regard to family members insulting or yelling at each other, and consistently arguing about the same issues, almost half of the respondents indicated this to be the case. There is a plethora of evidence to suggest that family conflict of this nature if the young person feels unsafe or disconnected, can be a risk factor for anti-social or juvenile justice issues. This clearly needs to be a focus of future KoT activities.
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Pre and Post KoT Measure of Change in Attitudes Table 7
Pre and Post KoT Attitudes
Parents acknowledge when participant is doing a good job
Frequency of parents telling Performance of participants at participant they are proud of them school matters to them
It is important to the participant to make their family happy
Often - 2% increase Sometimes – 11% increase Never – 9% decrease
Often - 7% increase Sometimes – 3% increase Never – 10% decrease
Strongly agree - 8% increase Agree - 3% decrease Hard to say – 6% decrease Disagree – 1% increase Strongly disagree – no difference
Strongly agree - 4% increase Agree - 10% increase Hard to say – 1% decrease Disagree – 7% decrease Strongly disagree – 6% decrease
Participants have great respect for Participants seldom make up their When participants get an idea they When participants decide on what their teachers tell them minds without thinking of the often make decisions without something, it doesn’t matter what consequences thinking their friends think Strongly agree - 3% decrease Agree - 6% decrease Hard to say – 5% decrease Disagree – 8% increase Strongly disagree – 6% increase
Strongly agree - 2% decrease Agree - 9% increase Hard to say – 2% increase Disagree – 5% decrease Strongly disagree – 3% decrease
Strongly agree - 1% increase Agree - 6% decrease Hard to say – 9% increase Disagree – 3% decrease Strongly disagree – 1% decrease
Strongly agree - 8% decrease Agree - 1% increase Hard to say – 7% increase Disagree – 4% decrease Strongly disagree – 4% increase
Comments: Zyngier and Pruyn (2012:57-58) found there “were only 66 participants who responded to both the pre and post survey questionnaires, therefore it was only possible to analyse the results of these participants. The highest possible score for any respondent was 30 for the 6 questions. The lower the score indicates a more positive resultant attitude. 33 of the participants (50%) showed an overall positive change in attitudes. Of these, 21 or 39% showed a positive change of more than 3 points ranging from 4 to 14 points of positive change of attitude. 7 participants or 10% showed no change in attitudes. 28 participants or 30% showed a negative change in attitudes. Of these 14 or 33% showed only a small negative change in attitude of 3 or less points. If there was little, none or negatives change between the pre and post results for individual questions, this can indicate where a greater possible emphasis or specific direction needs to be developed in the Kids on Track work program that would directly focus on these areas.” The most prominent variations were in relation to respect for teachers, where there was a notable deterioration in overall responses when comparing pre and post KoT data. Similarly, in relation to peer pressure and decision making there was an 8% increase of participants feeling influenced by their peers when making a decision. Conversely, 9% more participants were likely to think about consequences before making a decision post KoT. 6% more participants were likely to think about an idea before making decisions, and 9% more were unsure compared to the pre KoT data, indicating a greater level of consideration in this regard. It must be noted here, that some of the questions being worded as double negatives eg. ‘Participants seldom make up their minds without thinking of the consequences’ could have been confusing for respondents, especially when further compounded by negative responses eg. ‘Disagree’ and ‘Strongly Disagree’. Future surveys should consider this variable.
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Pre and Post KoT Measure of Change in Self Efficacy Table 8
Pre and Post KoT Self Efficacy
Participants try to be nice to other people and care about their feelings
Participants usually share Participants get very angry The only way to deal with a There are always ways of with others and often lose their temper bully is to let them know dealing with problems who is in charge without having to fight
Not True - 20% increase Somewhat true – 7% decrease Certainly true – 7% decrease
Not True - 1% decrease Somewhat true – 1% increase Certainly true – no change
Not True - 7% increase Somewhat true – 5% increase Certainly true – 12% decrease
Strongly agree - 5% decrease Agree - 4% increase Hard to say – 1% decrease Disagree – 4% increase Strongly disagree – 2% decrease
Strongly agree - 9% decrease Agree - 17% increase Hard to say – 5% decrease Disagree – 5% decrease Strongly disagree – 2% increase
It is much better to fly off I have plenty of interests the handle than to explain and hobbies things calmly Strongly agree - 5% decrease Agree - 1% increase Hard to say – 2% increase Disagree – 4% increase Strongly disagree – 2% decrease
Strongly agree - 16% decrease Agree - 13% increase Hard to say – 2% decrease Disagree – 4% increase Strongly disagree – 2% decrease
Comments: Zyngier and Pruyn (2012:62-63) found “21 of the 66 participants (38%) showed an overall positive change in attitudes. Of these 10 or 29% showed a positive change of 3 or more points ranging from 3 to 18 points of positive change of attitude. 10 participants or 15% showed no change in attitudes and 30 participants or 45% showed a negative change in attitudes. Of these, 19 or 39% showed only a small negative change in attitude of 3 or less points.” In regard to being nice to others and caring about their feelings, 20% more participants post KoT indicated the negative in this regard, in other words that they DON’T try to be nice to others or care about their feelings. It is difficult to associate this variation with any specific cause, however it may be argued that the positive relationships, respect and care that is fundamental to the KoT approach may have further highlighted the extreme behaviour of the school bullies and others who are malicious in their lives. It was heartening to see there was an increased number of participants (17%) that believed there are always ways of dealing with problems without fighting, albeit some of those respondents will have down-graded their thinking from ‘strongly agree’ where there was a 9% decrease. 12% fewer participants indicted they got very angry and lost their temper post KoT. The variation in response to the question about interests and hobbies could simply be indicative of activities winding up for end of term or being completed.
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Pre and Post KoT Measure of Efficacy and Family Table 9
Pre and Post KoT Efficacy and Family
Do participants feel close to their mothers?
Do participants enjoy spending time with their mothers?
Do participants share their thoughts and feelings with their mothers?
Do participants feel close to Do participants enjoy their fathers? spending time with their fathers?
Yes always - 24% decrease Yes sometimes – 14% increase Rarely, occasionally – 7% increase No never – 3% increase
Yes always - 17% decrease Yes sometimes – 12% increase Rarely, occasionally – 8% increase No never – 7% increase
Yes always - 8% decrease Yes sometimes – 5% decrease Rarely, occasionally – 10% increase No never – 3% increase
Yes always - 9% decrease Yes sometimes – 16% increase Rarely, occasionally – 2% decrease No never – 5% decrease
Yes always - 23% decrease Yes sometimes – 26% decrease Rarely, occasionally – 2% increase No never – 5% decrease
Do participants share their Participants’ parents give Participants’ parents ask thoughts and feelings with them lots of chances to do what they think before most their fathers? fun things with them family decisions affecting them are made
If participants had a personal problem, they could ask their mum or dad for help
Yes always - 9% decrease Yes sometimes – 6% increase Rarely, occasionally – 10% increase No never – 7% decrease compare with mum
Yes always - 15% decrease Yes sometimes – no change Rarely, occasionally – 10% increase No never – 5% increase
Yes always - 1% increase Yes sometimes – 3% decrease Rarely, occasionally – 1% decrease No never – 3% increase
Yes always - 3% decrease Yes sometimes – 7% decrease Rarely, occasionally – 7% increase No never – 3% increase
Comments: Zyngier and Pruyn (2012:68) found “only 31 participants responded to both the pre and post survey questionnaires, therefore it was only possible to analyse the results of these participants. 11 of the participants (26%) showed an overall positive change in attitudes. Of these, 21 or 39% showed a positive change regarding support. 4 participants or 10% showed no change in attitudes and 16 participants or 34% showed a negative change in attitudes.” The reductions in positive responses regarding parental relationship cannot necessarily be associated with involvement in KoT, it is more likely to be indicative of the usual ups and downs adolescents can experience in their day to day relationships. It could be argued that these statistics could change on a weekly basis depending on the nature of interactions and if any conflict has arisen.
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Pre and Post KoT Measure of Enhanced Connection to and Engagement with the Local Community Table 10
Pre and Post KoT Community Connection and Engagement
Participants would rather be alone than with people their age
Participants are nervous in Participants often volunteer Other children or young new situations and easily to help others (parents, people pick on me or bully lose confidence teacher, children) me
Not True - 1% decrease Somewhat true – 7% increase Certainly true – 6% decrease
Not True - 2% increase Not True - 5% increase Somewhat true – 2% Somewhat true – 1% increase increase Certainly true – 5% decrease Certainly true – 4% decrease
Not True - 6% decrease Somewhat true – 12% increase Certainly true – 6% decrease
Comments: Zyngier and Pruyn (2012:71) found the “results indicate a more specific emphasis in the KoT program on these issues could possibly result in greater change of attitude in relation to all the questions.” The issue of bullying is a topic requiring ongoing attention. For those participants who indicated that bullying is an issue, there was a correlation with hating school and being at risk disconnection.
Pre and Post KoT Measure of Reduction in Reported Anti-Social Behaviours Table 11
Pre and Post KoT Community Connection and Engagement
Participants usually do as Participants fight a lot and Participants are often Participants think before they’re told can make other people do accused of lying or cheating they do things what they want Not True – no change Somewhat true – 2% increase Certainly true – 2% decrease
Not True - 8% increase Not True - 1% decrease Somewhat true – 4% Somewhat true – 2% increase decrease Certainly true – 1% decrease Certainly true – 4% decrease
Police Officers are fair with Participants feel they can people my age go to the Police for help
Strongly agree - 6% decrease Agree - 36% increase
Participants take things that are not theirs (from home, school or elsewhere) Not True - 37% increase Somewhat true – 7% increase Certainly true – 30% decrease
Not True - 4% increase Somewhat true – 10% increase Certainly true – 14% decrease
Participants understand the Participants have been role of a Police Officer involved in behaviour that they know is against the law (in the past few months)
Strongly agree - 1% increase Strongly agree - 2% decrease Strongly agree - 20% decrease Agree - 11% increase Agree - 7% increase Agree - 20% increase Hard to say – 2% decrease Hard to say – 6% decrease
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Pre and Post KoT Community Connection and Engagement
Hard to say – 21% decrease Disagree – 4% decrease Strongly disagree – 5% decrease
Disagree – 6% decrease to 0% Strongly disagree – no change
Disagree – 2% decrease to 0% Strongly disagree – 1% decrease
Comments: Zyngier and Pruyn (2012:75-76) state that “Due to some questions being positive and others being negative it is not valid to simply sum or average the total scores. This needs to be modified in any subsequent program.” This is an important point to guide the development of future KoT surveys. Zyngier and Pruyn continue that “Participants gained a greater understanding of problems related to impulsive actions and property rights from the program, and more positive perceptions regarding thinking before acting.” Of all the survey questions, the most significant change has been in regard to participants taking things that are not theirs, representing an increase of 37% who indicated this was not true post KoT intervention. Similarly, there was a 36% increase post KoT of participants believing that Police Officers are fair with young people. This may be attributable to the positive experiences expressed by participants of the Police visits to the KoT Groups. Whilst 100% of participants agree they have been involved in behaviour they know is against the law, the certainty (‘Strongly Agree’) of the behaviour being against the law has decreased to ‘Agree’. It is difficult to make assumptions about this shift, however suffice to say, the ideal would be an increase in ‘Not True’ responses. Perhaps this change in behaviour requires more intervention or a greater focus on the negative influence peers pressure can have on behaviour. Zyngier and Pruyn (2012:75-76) state that “As a result of the Kids on Track Program the participants indicate that they not only better understand the role of the police but are now more prepared to seek assistance from them. Therefore the program can be said to have some measured success in this area in building confidence and trust.”
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Summary of Overall Findings Table 12
Summary of Qualitative and Quantitative Findings
Positive Improvements Post KoT
Greater enthusiasm and hope Fun and enjoyment New friendships Feeling supported, cared for and valued Some change in attitudes and behaviour Optimism and purpose for the future A sense of belonging Positive changes in self perception and personal growth Value for the KoT program Beginning to see there are ways of resolving problems without fighting Reduced anger / temper among some participants Not taking other people’s belongings Built trust and confidence in Police.
Additional* areas to be addressed through future KoT activities
Inconsistent or non-existent messages from some parents regarding appropriate behaviour Conflict resolution (within families, among friends and with teachers) Lack of respect for teachers Peer pressure (influence on anti-social behaviours) The importance of being nice to others and caring about their feelings Bullying – what to do? Behaviour that is unlawful and the consequences.
There is little doubt as a result of the external evaluation and internal review, that KoT made a difference for the young people who participated. Table 12 provides a summary of the key areas of improvement identified as a result of comparing pre and post KoT intervention qualitative and quantiative data. In some regards the changes were slight, yet in other areas the improvement in attitudes or behaviour was significant. The findings indicate that the KoT model of intervention, involving a partnership approach with Police and a holistic approach to addressing all life areas of the young person, is beneficial in changing attiudes and behaviours in the short term. With further modification involving greater emphasis on the areas detailed in Table 12, and evaluation of these additional activities, it is anticipated that the variations between pre and post comparisons will be greater. Furthermore, as indicated herein, follow up with participants will be essential to determine the longer term benefits of the KoT intervention in regard to sustaining positive outcomes.
Achievement of Project Objectives The question remains if the KoT activities achieved the stated project objectives. Objective 1 was to ‘Engage young people that display behaviours that may lead to offending behaviour’. Whilst some participants indicated they had little choice about being referred into KoT, their feedback reflected a resounding desire to continue in KoT, which suggests success in effectively engaging young people. Objective 2 was to ‘Reduce young people’s participation in criminal activity ensuring they become active citizens in their community’. Whilst Table 11 indicates little change in this regard, there is a strong shift in thinking more broadly about the impacts of their behaviour on others, which is a positive starting point.
*
This list is in addition to the continuation of current activities.
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Objective 3 was to ‘Engage young people to participate in their communities through connections with community leaders and community sporting and social clubs’. This was a resounding success, with feedback from participants indicating they gained much from the recreational components of the Program. Finally, Objective 4 was to ‘Evaluate the results of the pilot program with the aim of demonstrating its value for mainstream delivery and expansion beyond the local Cardinia Area’. This report along with the external evaluation report (despite some data collection protocol issues) provide evidence that may be disseminated further afield to inform the uptake of similar models in other locations.
Conclusion and Recommendations Conclusion This report provides evidence that a partnership approach with Police at the point of a Caution being issued, has the potential to prevent criminal justice involvement. The key strengths of the model are Police involvement, school endorsement, peer group-based sessions that address attitudes and behaviours and enable establishment of social connections, and support in the context of all life areas to enhance greater self awareness and foster positive change.
Recommendations Recommendation 1: Consider the additional areas for focus as part of future KoT activities as detailed in Table 12. Recommendation 2: Reconfigure survey questions for future KoT programs to avoid double negatives and ensure clarity of intent. Recommendation 3: Consider the recommendations detailed in the Monash University KoT Evaluation Report when planning future KoT activities (see Appendix 2 for details).
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APPENDIX 1: STEERING COMMITTEE TERMS OF REFERENCE 1. TITLE Kids on Track Project Executive Committee 2. PURPOSE The purpose of this “Terms of Reference” is to outline the roles and responsibilities of the participants for the Kids on Track Project Executive Committee as part of the development and delivery of the “Kids on Track Program (the Project”). 1. BACKGROUND Current service patterns and models of delivery suggest that it will be difficult for services and agencies to meet population demand in growth corridor areas particularly for youth at risk in the Growth Corridor. The “Kids on Track” pilot primary prevention project aim is to assist young people to avoid criminal behaviour, reduce recidivism and enhance their connection to community. It will work with young people aged 10-15 who are referred by Primary and Secondary Schools, other community organisations and Police and are assessed as suitable candidates for early intervention. In response, the project seeks to “proactively identify, intervene and provide support to young people demonstrating undesirable behaviour either before they commit offences, or before they lose their options for help outside the Justice system”. The project objective is to help these at risk young people to live law abiding, productive and fruitful lives within their communities. The Project’s goal is to achieve a broad approach to crime prevention by pro-actively creating the social connectedness for youth at risk shown in evidence based research to be a central protective factor, facilitating resilience and promoting thriving family and community life. Underpinned by research undertaken by Monash University, the Project will invest in prevention programs for at risk youth in Cardinia Shire to prevent and reduce young people moving into crime, deliver benefits not only to those directly impacted, but to the entire community. The project will also be used to implement, evaluate and disseminate the findings of the model. Funding for the Project obtained from seeding grants from trusts and foundations. This project will ultimately be imbedded and integrated into the DHS Youth Program in the Southern region. 2. OBJECTIVES and OUTCOMES The project team’s main objectives are to achieve some of the following: • • •
•
Support at risk young people demonstrating undesirable behaviour and to prevent youth offending/engaging in activities that place the young person at risk. Build the capacity of youth (education on rights and responsibilities) and improve their wellbeing and connectedness into community To plan and deliver a range of community education / development activities to resource and strengthen youth at-risk of anti-social behaviour and youth related crime; including youth in the program affected by family violence Identify and address day to day stress associated with socioeconomic disadvantage that has led them to commit the offence in the first place
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•
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Address and resolve risk factors at an individual and group level i.e. family dysfunction factors that impact on youth at risk wellbeing and development Offer a diverse range of support alternative options for youth at risk both internally at Windermere, partner agency support services and through external linkages, to address these stressors. To document and evaluate all project activities to inform future planning for an intergrated approach of preventing youth crime in Cardinia-Growth Corridor.
3. PROJECT DELIVERABLES The deliverables from this Project are extensive and wide ranging and will include: •
Engage young people at risk in the Kids on Track program from the Cardinia Shire-Growth Corridor
•
Complete a customised suite of activities for each participant over an 8 week per term period and including some individual case work.
•
Evaluate the results of the pilot with the aim of demonstrating its value for mainstream delivery and expansion beyond the local Cardinia area (Monash University evaluation framework developed and defined/evaluated tools to gather evidence based information.
•
Achieve a 90% reduction in offences and recidivism by participants
•
Documented perception from 95% of participants that the programme has provided significantly higher self esteem and a positive outlook
•
Demonstrate a measurable and prolonged increase in community connection by participants (60% of participants remain engaged with identified community activity 2 years after completion of their activities)
4. Eligibility for Program Participants. Young people aged 10-15 years who either live, attend school or have strong link to the Cardinia Shire and are either: • • • •
Identified by their school as being at risk of criminal behaviour Identified by schools and other agencies as being at risk of or displaying behaviours that may lead to their notice by police. Been processed by the police once through a caution or warning process Been processed by the police on more than one occasion but have not received a youth justice order from the courts.
Co-offenders will be accepted onto the program together after being assessed as suitable participants by the Youth Project Officer. 5. ROLE OF Project Executive Group • Setting strategic directions for • The Kids on Track Project • Co-ordinating stakeholders • Involvement in delivering tasks set out in the project work plan • Providing expert advice to the Project Steering Group. • As a cross-agency group leverage support for the Project
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6. ADMINISTRATION • • • • •
The Project Executive Group is chaired by the Manager BDSP of Windermere and managed by the Project Manager (Windermere) with support from the Executive Group. The Executive Steering Group will meet monthly, and advance notice will be provided of a meeting schedule An agenda and minutes will be circulated two weeks prior to meetings Members will be informed by email of key developments between meetings Members are requested to notify apologies for meetings or attendance will be assumed.
7. MEMBERSHIP The members of the steering group include: 5.1. Manager Integrated Family Services Windermere Child and Family Services; 5.2. Team Leader Integrated Family Services – Windermere Child and Family Services; 5.3. Manager Business Development/ Special Projects – Windermere Child and Family Services; 5.4. Youth Project Officer Kids on Track – Windermere Child and Family Services. – for part of the meeting only. 5.5. Pakenham Police 8. CHAIRPERSON The role of Chairperson will be to:
Request by email, Agenda items from members at least 2 weeks prior to meeting
Request the previous minutes from the Minute Taker at least one week before next meeting
Develop the Agenda ensuring all necessary documents requiring discussion or comment are attached to the agenda and email to all members within 48 hours of next meeting
Invite specialists to attend meetings when required
Guide the meeting according to the Agenda and time available
Ensure all compulsory Agenda items are addressed
Ensure all discussion items end with a decision, action or definite outcome.
9. MINUTE TAKER The role of the minute taker will be to:
Take notes of proceedings and prepare minutes of meeting
Distribute the minutes to all members one week after the meeting
The minutes are to be accepted by members and minuted as a true and accurate record at the commencement of the next meeting.
10.DECISION-MAKING The Executive group will ensure to involve all parties in project decisions. The view points of parties will be summarised and documented in the meeting minutes. The Executive group will identify the points of agreement and disagreement. The ultimate decision on major and operational strategic decisions impacting on the project will be made by Windermere Executive Group. 11.MEETINGS
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The steering group meetings will be held monthly for approx. one hour. The meeting venue will be Windermere Child and Family Service Narre Warren Office. 48 Webb St, Narre Warren. The above hours may be varied as determined by the members in circumstances where a presentation (internal and external) is expected to take up most of the meeting time. A special or extraordinary meeting may be called by members where deemed necessary to address specific issues especially in regard to risk management. 12.DISPUTE RESOLUTION It is the responsibility of all parties involved in conflict to first attempt to resolve the matter individually. If the matter is not resolved satisfactorily, then the issue may escalate to an agreed mediator for an outcome. All other conflict will be taken to an independent person for resolution agreed upon by all parties. 13.REVIEW These Terms of Reference shall be reviewed annually from the date of approval. They may be altered to meet the changing needs of members and to reflect growth and change in the project. The Chair of the Committee or other delegated authority will be responsible for initiating the TOR review process. The above Terms of Reference for the Kids on Track Project have been agreed to by: 13.1 13.2 13.3 13.4
Manager Integrated Family Services Windermere Child and Family Services; Team Leader Integrated Family Services – Windermere Child and Family Services; Manager Business Development/ Special Projects – Windermere Child and Family Services; Youth Project Officer Kids on Track – Windermere Child and Family Services.
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APPENDIX 2: MONASH UNIVERSITY EVALUATION REPORT FINDINGS AND RECOMMENDATIONS Findings Summary • Finding 1 (Pre-KOT): A majority of the participants entered the KOT Program due to either selfreported negative social behaviour (a majority) or through being referred (p.16) • Finding 2 (Pre-KOT): Most participants reported a pre-expectation of positive social interactions with peers and enjoyable social activities as desired KOT Program outcomes (p.16) • Finding 3 (Pre-KOT): Commonly, participants reported a pre-expectation of positive schooling and academic achievement as desired KOT Program outcomes (p.17) • Finding 4 (Pre-KOT): A majority of participants reported a pre-expectation of becoming a ‘better’ and more socially acceptable person as desired KOT Program outcomes (p.17) • Finding 5 (Pre-KOT): A numeric minority of participants were dubious and/or resistant to the kind of change that most felt would result from the KOT Program.(p.18) • Finding 6 (Post-KOT): A numeric minority of participants remained dubious, resistant and/or slow to come on board with the kind of change that was the goal of the KOT Program (p.18) • Finding 7 (Post-KOT): Most participants reported positive social interactions with peers and enjoyable social activities as resultant KOT Program outcomes (p.18) • Finding 8 (Post-KOT): Commonly, participants reported positive schooling and academic achievement as resultant KOT Program outcomes (p.19) • Finding 9 (Post-KOT): A majority of participants reported becoming a ‘better’ and more socially acceptable person as resultant KOT Program outcomes (p.20) • Finding 10 (Post-KOT): A numeric minority of participants remained like and appreciate the KOT personnel and experience and want it to continue (p.21) • Finding 11 (Post-KOT): More targeted programming to support families related to problem solving and conflict resolution is required (p.53) • Finding 12 (Post-KOT): The program enhanced participants’ self esteem and strengthened connection with their family (p. 56) • Finding 13 (Post-KOT): More targeted programming to support the development of mutual respect and decision making (p.59) • Finding 14 (Post-KOT): More targeted programming to support issues related to inter-personal relationships, assertiveness and anger management is required (p.64) • Finding 15 (Post-KOT): The program enhanced participant self-efficacy and strengthened family relationships (p.69) • Finding 16 (Post-KOT): More targeted programming to support issues related to problem solving and trust is required (p.70) • Finding 17 (Post-KOT): More targeted programming to support issues related to self confidence and self esteem is required (p.73) • Finding 18 (Post-KOT): Participants gained a greater understanding of problems related to impulsive actions and property rights from the program (p.76) • Finding 19 (Post-KOT): More targeted programming to support issues related to problem solving and conflict resolution is required (p.77) • Finding 20 (Post-KOT): Participants gained more confidence in and a better understanding and appreciation of the role of police from the program (p.79)
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Recommendations The above findings indicate that the intervention program has achieved the four aims of the program, albeit with varying success. We present the following recommendations that will further enhance the possibilities for increased efficacy of the program 1. Modify the intervention to include more targeted programming to support the issues raised by Findings 11, 13, 14, 16, 17, and 19 above; 2. In light of issues of data validity that have arisen as a result of the evaluation we suggest revising the Survey and Focus Group Questions and attach this to our report; 3. We recognize the need for a more rigorous approach to recording the data from focus groups and would suggest that Windermere consider using our services for that task in future; and, 4. We also recommend that consideration be given to high level correlative analysis of the demographic data with the participants’ responses to determine whether there are issues that could be addressed in any revision of the program delivery.
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