Building young p peoples r resilience t through Mentori ring Pr - - PowerPoint PPT Presentation

Building young p people’s r resilience t through Mentori ring Pr Programme mmes

Caroline O’ Sullivan Director of Services ISPCC

ISPCC Qu Quality ty Framework

Child Centred Services Safe & Efficient Services Sustainable Outcomes Effective Support Based

• n Evidence

Client & Family

Personnel Resource Management Information Governance

OUTCOMES FOCUSED

Resilience – ‘Have you got bounce?’

What is Resilience?

Numerous terms:

• Bounce back ability!
• Adaptive Coping
• Emotional Intelligence
• Hardiness
• Resourcefulness
• Self Esteem, Self Confidence, Self - Efficacy

What is Resilience?

“The Process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances” (Masten et al., 2001)

The capacity of human beings to survive and thrive in the face of adversity

What is Resilience characterised by?

• good communication skills,
• good social skills,
• good problem-solving skills,
• a sense of humour,
• the ability to separate—either physically or psychologically—from toxic situations,
• the ability to empathise, and high self-esteem
• the achievement of healthy, positive relationships
• the ability to trust others,
• a belief that others care about you

(Turner, Norman & Zunz, 1995; Rutter, 1993; Zubrick et al 1995).

Resilience as “Ordinary Magic”

• Recent research indicates that ‘resilience is made of ordinary rather than

extraordinary processes

• Resilience comes from the everyday magic of normative human resources in the

minds, brain and bodies of children, in their families and relationships and in their communities.

• If these adaptational systems are impaired prior to or following challenges, the risk

for problems in development is increased.

• Resilience is something that can be enhanced in all children, not just those with

problems.

(Alvord & Grados – Enhancing Resilience in Children (2005))

Protective Factors?

Connectedness and meaningful relationships are hugely important to the development of a healthy sense of self and self-esteem

MacCallum and Beltman 2002

The significance of a relationship with at least one caring adult, not necessarily a parent, was the single most important element in protecting young people with multiple risk factors in their lives

Scales and Gibbons (1996)

Do Mentoring Programmes Build Resilience?

• Research suggests that youth mentoring can positively influence peer and parental

relationships, academic achievement, self-concept, and behaviour.

(Aseltine, Dupre, & Lamlein, 2000; DuBois, Holloway, Valentine, & Cooper, 2002; Grossman & Tierney, 1998

• Research also highlights the fundamental importance of connectedness and meaningful

relationships to the development of a healthy sense of self and self-esteem

(McCallum & Beltman 2002)

• When close and caring relationships are placed at the centre of a youth intervention, as

is the case in mentoring programs, the conditions for healthy development are ripe

Rhodes and Liang (2007)

Do Mentoring Programmes Build Resilience?

It may seem that mentoring is an ideal strategy for enhancing the resilience, healthy development and sense of self of any adolescent…….BUT

• There is a difference to the theory of mentoring and its application.
• A lot of the research into mentoring programs has identified a great degree
• f variation in the approach, duration, intensity and target group and goals of

many mentoring programs

• Generalised statements about their effectiveness can be problematic.

The E e Evid vidence B Base e in Men entorin ing

• 1. Best practice generally leads to positive outcomes
• 2. Mentoring has the potential to do immense harm
• 3. The wide appeal of Mentoring has outpaced it’s

scientific base

• 4. The quality of the relationship is key to it’s success
• 5. Contact must be frequent & consistent
• 6. Match duration is thought to affect the development of the relationship

• 7. Involve parents/carers
• 8. Mentoring works best when integrated with other supports
• 9. Mentoring works well with at risk youth & has mixed results with anti- social youth
• 10. Outcomes in the area of self-concept are mixed
• 11. A scheduled ending is not harmful
• 12. Matching precision can overcome differences in ethnicity.

Common features of effective role model programs (including mentoring):

• Young-people-sensitive administration /management of the program;
• Flexibility;
• Development of networks;
• Mechanism for ongoing feedback from participants (young people, role

models and other significant people) and evaluation for program improvement; and,

• Sufficient resources for the program to achieve its aims.

MacCallum and Beltman (2002)

• Promote the Welfare and Safety of the young person
• Be Trustworthy & Responsible
• Act with Integrity
• Promote Justice for Young People
• Respect for the Young Person’s Rights & Dignity

Rhodes et al 2009

Utilising Evidence: First Do No Harm ..

I CAN – Self regulation I HAVE – Social Support I AM – Self Esteem/Self worth

ISPCC M C Mentori ring Prog

• gramme:

e: 3 Build ldin ing B Bloc

• cks of
• f

Resilience

I CAN...make a difference. I can:

• talk to others about things that frighten or bother

me

• find someone to help me when I need it
• find ways to solve problems
• control myself when needed.

I HAVE...people around who I trust and who love and support me. They:

• show me how to do things right
• want me to learn to do things on my own
• help me when I am sick or in trouble
• will keep me safe.

I AM...a worthwhile person. I am:

• loved and loveable
• happy to do nice things for others and show I

care

• respectful of others and myself
• willing to be responsible for what I do.

Do Mentoring Programmes Build Resilience?

Mentoring affects youth through three interrelated processes by: (1) enhancing their social relationships and emotional well-being; (2) improving their cognitive skills through instruction and conversation; and, (3) promoting positive identity development through meaningful connection to role models and advocates.

RESEARCH E H EVIDENCE – PRACTI TICE CE I IN N ISPCC

Evidence ISPCC Potential to do Immense harm Quality Framework Full policy and procedure manual Child Centred Supervision & Ongoing training Suitability of Mentor – recruitment and selection /Match Precision Quality of the Relationship is Key Child Centred Practice Shared Interests / Service users choice of mentor Eligibility criteria and Matching procedure Frequent and Consistent Contact Weekly sessions, for 1-2 hours in duration Active participation of service users in goal setting and programme plans Face to face, Telephone and web based options of support Duration of Contact Recognition that it takes 6 – 12 months to see desired outcomes Quality of the matching process

Evidence ISPCC Involvement of Parents Carers

• Monthly contact with staff member first 3 months
• Quarterly reviews involving parents/carers -
• Ensuring parents participation and Involvement throughout
• WWOET
• Recognising Parents key role to ensure sustainability

Integrated with other supports

• Focus on developing social support system
• Links with other service provider (youth programmes/clubs / schools)
• Flexibility to provide a tailor made response to young persons needs (one to one

professional support followed by mentoring if required) Outcomes re Self Concept

• Duration of the match
• Programme goals and plans agreed with mentee
• Focus on Relationship / Fun/ Non directive/ non judgemental

Scheduled ending- not harmful Mentoring that begins well, goes well can end well Preparation for closure

Building o

• ur o
• wn Evidence b

base

• The What Works Outcome Evaluation Tool: Online tool using Audio Computer Assisted

Self-Interviewing

• Completed at Baseline & Follow up by Mentees, parents & Stakeholders
• Questions focus on key aspects of the mentoring relationship, social support, self

esteem/ self worth and self regulation of behaviour and emotions.

• Outcomes determined across 4 levels – satisfaction, changes in knowledge/ attitude,

changes in behaviour and community wide effects

Building o

• ur o
• wn Evidence b

base

How does the WWOET work?

• The WWOET uses an ACASI (audio computer assisted self interviewing) method of

data collection and recording

• Child, parent and stakeholder have their own login details and complete the tool at the

beginning and at the end of their intervention

• Encourages self assessment of client’s understanding of their

Strengths, Needs & Goals and what needs to change

• Makes use of multimedia with graphics, speech, interactivity and animated assistants
• Respondent is in control and determines the pace of the process
• Increases the reporting of sensitive behaviours especially among high risk groups

W hat W orks Outcom e Evaluation Tool

The Question Customisation bar Progress indicator shows how far through the survey you are Possible answers

W W OET – Select Them e

ISPCC Outcomes

#ISPCCOutcomes

Outcom e area

Outcome Measurements utilised

Increased level and quality of social support I HAVE

• Social Network Questionnaire
• Social Provisions Scale
• What Works Outcome Evaluation Tool
• Individualised Programme Planning – Process Goals
• Staff judgement & clinical opinion/ practice wisdom
• Stakeholder opinion (Parent / Carer / referrer)

Increased coping ability and individual resilience I AM

• Rosenberg Self Esteem
• Adolescent Well-being Scale
• Parent Child Relationship Inventory
• What Works Outcome Evaluation Tool
• Individualised Programme Planning
• Staff judgement & practice wisdom
• Stakeholder opinion

Increased ability to self-regulate own behaviour and emotions I CAN

• Strengths and Difficulties Questionnaire
• Parent child relationship Inventory
• What Works Outcome Evaluation Tool
• Individualised Programme Planning
• Staff judgement & practice wisdom
• Stakeholder opinion

Mea easurin ing Le Levels ls of

• f Change

2015: Annual Report Outcomes data for ISPCC: So What? Has evidence based practice changes delivered positive outcomes?

Service Outcomes Total Closed 2015 Outcome: Level 1 -satisfaction Outcome: Level 2 – Knowledge Outcome: Level 3 – Behaviour Outcome: Level 4- Community level 2015 – new service users 222 222 (100%) 208 (94%) 162 (73%) 87 (39%)

Thank you.