Building And Evaluating Indigenous Youth Empowerment

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Building and evaluatingIndigenous Youthempowerment andresilience programsSchool of Public Health and Community MedicineAssociate Professor Melissa HaswellMuru Marri,School of Public Health & Comm MedicineandLeaders, Managers, Program Deliverers and Youthfrom Six Outstanding ProgramsWe thank FAHCSIA for funding this project.

Acknowledging the Traditional Owners ofthis Land,and that it is a great honour to be hereamong these many great cultures & learn,take responsibility and hence belong.Also acknowledging thehuge contributionsof many in the workpresented here.

Starting PointYoung people are essentialfor a healthy and vibrantsocietyYouth as Being:Energy ideas enthusiasm expression joy love growth learning identitydiversity future potential freedom change agents creative vision etcYouth as Becoming:Mothers fathers aunties unclesMusicians artists actors dancers championsDoctors lawyers teachers professors engineers scientistsDebaters challengers leaders awakenersSharers and builders of Knowledge

Ecological Model of Health:Developing our lens: are we seeingthe whole picture?

Youth as a pivotal time:negotiating changeFive core youth transitionsSource: World Bank (2006)

Youth can also be a verychallenging timeHIGH/VERY HIGH LEVELS OFPSYCHOLOGICAL DISTRESS(a), byIndigenous status—2008(a) In the last four weeks.Source: 2008 National Aboriginal and Torres Strait Islander Social Survey, 2007–08 National Health Survey6

Unfortunately, Youth can alsobe a dangerous time.The proportional ‘gap’ inmortality betweenAboriginal and nonIndigenous Australiansbegins at birth, and isalready substantial bythe teen age years.Proportion ofdeaths(a)(b), Indigenousstatus(c), age group(d)and sex - 2007-2009 (ABS2010).

Ecological Model of Health:How do we best inform the outer ring– our policy and practice?

Policy needs for youthsocial & emotionalwellbeing(the aims of our project)How to connect the dots between the rhetoric and the reality?How to identity the ‘good stuff’ in programs?–––The right ingredients for their contextCapacity to be able to create and sustainAbility to keep going despite the challengesHow can govt provide nurturing support for the good programs?How to help the good programs increase their voice in policy?How to help effective programs achieve their full potential?

Reviewing andextending theevidence andexamining itsimplications forpolicy andpracticeStudy Design

What did we find?What tools can we use?

Familiar stories and situations faced by many Aboriginalyouth, especially but not only, thoseexperiencing substantial disadvantage.The disempowered lens(culturally, socially, economically, educationallydisadvantaged)Statistics most often measure these most negative outcomemeasures of disempowerment.Unable to participate inprevious activityTurned off by servicesthat don’t understandthem or are unreliableIncreasinglyisolate oneselfWorrying aboutlosing childUnemployableCrimeCan’t see way forwardKids at high risk getting inwith the wrong crowdLost in legal systemNegative cultural identityNegative trajectoryMental healthchallengesAngerPlacing self at risk of harm andcausing harmChild removedSuicideSerious family stressViolenceVoicelessAlcoholSchool dropoutDrugToo shame to tryMental health illnessIncarcerationCan’t seeany good inself orsociety

Parent with skills andpossibilitiesAccessingsupportReengage withhealth servicesRestored identity as goodparent and capable personChasing aspirationsStepping out of poverty &dependenceFinding talentReengaging with communityand schoolEmploymentCompleting education andtrainingCan seeownstrengthsand gainconfidenceDiversitycontributing tosociety’s resiliencePride incitizenship(RE) Engagementwith culturalexpression &identitySome examples of the intermediate and ultimate positive outcome destinations thatprograms seek to help people reach for that are sometimes, but not always achieved. But thepicture is incomplete without considering the journeys between these two worlds thatprograms offer. There is an important incremental journey of empowerment that enablespeople to sustain changes in the face of a still disempowering environment.Unable toparticipate inprevious activityIncreasinglyisolate oneselfWorrying aboutlosing childUnemployableCrimeCan’t see way forwardTurned off by servicesthat don’t understandthem or areunreliableKids at high risk getting inwith the wrong crowdLost in legal systemAngerPlacing self at risk of harmand causing harmChild removedSuicideSerious family stressViolenceSchool dropoutVoicelessAlcoholDrugNegative culturalidentityNegative trajectoryMental healthchallengesToo shame to tryMental health illnessIncarcerationCan’t seeany goodin self orsociety

Parent with skills andpossibilitiesAccessingsupportFinding talentPride incitizenshipEmploymentReengage withhealth servicesRestored identity as goodparent and capable personDiversitycontributing tosociety’s resilienceStepping out of poverty &dependenceChasing aspirationsReengaging with communityand schoolCompleting education andtrainingHealing. Recovery. EmpowermentRegaining inner peace & sense of self capacityCREATIVEFUN SPACEMENTORING &ROLE RIGINALITY(RE) Engagementwith culturalexpression &identityCan seeownstrengthsand gainconfidenceWITNESSING ABORIGINALLEADERSHIPSAFE HEALING SPACEEFFECTIVE YOUTH PROGRAMUnable toparticipate inprevious activityIncreasinglyisolate oneselfWorrying aboutlosing childUnemployableCrimeCan’t see way forwardTurned off byservices that don’tunderstand them orare unreliableKids at high risk getting inwith the wrong crowdLost in legal systemNegative culturalidentityNegative trajectoryMental healthchallengesAngerPlacing self at risk of harmand causing harmChild removedSuicideSerious family stressViolenceSchool dropoutVoicelessAlcoholDrugToo shame to tryMental health illnessIncarcerationCan’t seeany goodin self orsociety

Common active elementsoffered within the sixempowering youth programsstudied shown in arrow Transformative relationshipsCreative fun spaceCelebrating AboriginalityMentoring and role modellingSafe healing spaceWitnessing Aboriginal leadership

Not just what they do ‐ How they do itCritical Effectiveness Factors: Commonelements that make things happen at theYouth : Program Interface①②③④⑤⑥⑦⑧⑨⑩Working from strengthsDeveloping relationships firstGenerating positive feelingsBeing non‐judgmental, learning from mistakesSetting rules and boundariesModelling openness, honesty, hope and trustModelling reliability and consistencyMaximising opportunities to make choicesCelebrating small achievements, using these as leverageFacilitating connection to culture

How do we know a Programhas these qualities?Critical Success Factor ToolsC:

How can we know a Programis working effectively withParticipants?T:Tree of Empowerment;empowermentsix steps pathway toThe GEMThe Growth and Empowerment Measure“Its like a tree – there is a foundation (seeds, roots), then theenergy and self‐esteem to look after yourself (trunk), so you cangrow – the more you grow the bigger it gets on the branches (ofthe tree) are education, job opportunities, housing”.

How do you see your relationships with other people?Please tick ONLY ONE box below that best describes the way yousee your situation.I feelcompletelytrapped in myrelationships.I am dealingwith thingslike: kids out ofcontrol, angerand fighting,gossiping,bullying.Most of myrelationshipsare harmful,not healthy.Are youhere? If so,please tickBox I have made alot of progressin improvingmyrelationships.I am gaining anunderstandingof my difficultrelationships. I still have a lotof work to do toimprove myrelationships.Are youhere? If so,please tickBox Myrelationshipsgive me peaceand harmony inmy heart.I think a lotabout listeningand talkingsensitively topeople.I have startedto think abouthow to makethem better.I think moreabout what I’msaying.Are youpartly this&partly that?If so, please tickboxMy life is nowrich and happierbecause of manygoodrelationships.Are youpartly this&partly that?If so, please tickbox I seeimprovementin the waypeoplerespond tome.Are youhere? If so,please tickBox Are youpartly this&partly that?If so, pleasetick box I am able topreserve thispeace in myhome and family,even when wedisagree.Are youhere? If so,please tickBox

GEM: 12 ScenariosScenario 3:Responding toothers who are nottakingresponsibilityScenario 12:Communityworking togetherfor changeScenario 1:Ability to dealwith emotionalpain and moveforwardScenario 2:Creating safetyfor yourself andfamilyScenario 11:Understanding &improvingrelationshipsScenario 10:Dealing withjudgment andcriticismScenario 5:Engaging inlearningScenario 4:Havingconfidence inmaking changesScenario 8:Ability to speakout in thecommunityScenario 7: Senseof knowing whoyou areScenario 9:Being respected inworkplaceScenario 6:Thinking aboutyour ownspirituality

Most effective programs are seriously struggling –there many factors that hold back theirsustainability, growth and achievement of potential.One off with little or no ongoingfollow up, brief encounterRudimentary staff, highlyoverworked, no protective buffer tocover unexpected changes, relianton very stressed championMedium level of staff, stable andable to tolerate turnover but toosmall to meet demand or extendreachSufficient and empowered staff, canexpand with demand but busy andrestricted in capacity to considerinnovative ideas for new areasEmpowered workforce, can growwith demand and be proactive inincreasing impact. Workforcedevelopment mechanisms in placeMinimal ripple effect on others whomay push back any long termchangeFamily and friends can see thechange in the youths’ lives, mayreengage in school and set somegoalsGrowing numbers of families andfriends can see the change in theyouths’ lives, reengage in schooland set some goals, less likely tolose momentumCommunity is able to feel and bestrengthened by the change inyouth, be proud and fully encouragetheir positive directionYouth are engaged, enjoythemselves, unique experiencesthey wouldn’t have otherwise, mayhelp the most severely affected outof crisis, become aware of differentpossibilities, get a taste of whathealing isParticipants describe processes ofhealing, personal growth andempowerment, some will be able todescribe clear translation of thesechanges into their life trajectoryGrowing numbers experiencehealing, personal growth andempowerment and capacity tochange life trajectory, some will not.Creates new awareness foropportunities to efficiently deliveroutcomes and meet wider needsProgram is able to promote broaderhealing, personal growth andempowerment among a broadcohort of youthNot likely to be able to detectsustained impactsAppropriate developed measurescorresponding to program aims andprocess will detect positiveoutcomes for participation but notwider changeAppropriate outcome measures willdetect positive outcomes on a widernumber of youth participants, maysee slowing of negative trendsWill observe significant change inSEWB among indigenous youthgenerally, and slowing, stopping andreversing negative trendSupport leadership at multiplelevels and provide nurturing supportunderstanding constraints.Recognise local knowledge aboutprocesses and avoid stressunderfundingRecognition from uppermanagement levels, the community,stakeholders and fundersProvide essential support forexpanding reach and capacityProvide support to reach fullpotential, encourage CQImechanisms & qualitativemeasurement of impacts andsustainability in the long termSUPPORTREQUIREDDEFINITIONWorking effectively and increasingin capacity and reach whilemaintaining effectiveness in helpingyouth move forwardAble to keep up a small presenceand continue doing good workdespite major challengesAMOUNTOFCONTACTAble to provide, maintain anddemonstrate positive impacts on asmall number of youthFlourishing toreach fective but notgrowingDIRECT IMPACTJust s time to learn, is developingfuture plans and getting fundingLonger duration of contact, e.g. overnight camps or multiple short interactions,limited chance to reach into everyday life, limited family interaction due to timeconstraintsWorking well, growing in reach andscope and supported to play its fullpotential role in youth developmentTime to work with individual, peergroups, families and communitieswith the knowledge that this willsecure permanent change

Multiple Layers ofCritical Success Factors thatRestrict or promote programimpact and outcome.

Use of these tools Engaging, planning, communicating,monitoring and evaluating theeffectiveness of Programs– Common active ingredients checklist (clearlyarticulating what we are doing) withcommunity and program developers, etc.– Critical Success Factors checklist (how are wedoing this) with program deliverers– Baseline and follow up GEMs to capture bothsmall and large steps in the empowermentjourney Many opportunities may help reduceprogram vulnerability and push backsustainably on closing the gap.

For more information, pleasecontact us at Muru MarriM.haswell@unsw.edu.auWebsite: -and-emotional-wellbeing

Tree of Empowerment; six steps pathway to empowerment The GEM The Growth and Empowerment Measure “Its like a tree –there is a foundation (seeds, roots), then the energy and self‐esteem to look after yourself (trunk), so you can grow –the more you grow the bigger it gets on the branches (of

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