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What is the context and background of SFYS?
What are the aims, objectives and anticipated
outcomes of SFYS?
How is the service funded and structured?
Who is the target group for SFYS?
Who does SFYS work with?
What is brokerage funding, and what can it
be used for?
What intervention model is used?
What does the work of SFYS look like in
practice? What are some of the activities of SFYS coordinators on
a day-to-day basis?
What theoretical frameworks underpin SFYS?
How is the service evaluated?
What is the context and background of SFYS?
The School Focused Youth Service (SFYS) was established
in 1998 as a joint initiative between the Department of Human Services
(DHS) and the then Department of Education, Employment & Training,
in response to the Victorian Government Suicide Prevention Task
Force Report 1997.
The SFYS works from the premise that schools and school engagement
are central to a young person's experience in building protective
factors against risk. It also recognizes that schools are unable
to respond to these challenges alone but can be pivotal in developing
relationships with other agencies to create a coordinated service
response. The program is inclusive of the entire education sector
and as such partnerships have been developed between the Departments
of Human Services, the Department of Education & Training (DE&T),
the Catholic Education Office (CEO) and the Association of Independent
Schools of Victoria. The success of the SFYS model is in its practical
application of collaboration, which is strengthened by a structure
that empowers front line services to make decisions about what is
needed.
The Victorian Government has set a vision for the community in
its Growing Victoria Together 2001 statement. The vision
establishes a number of priority issues to be addressed over the
next ten years, including valuing and investing in lifelong learning,
provision of high quality, accessible health and community services,
strengthening communities and reducing inequalities. Respect:
The Government's Vision for Young People 2002, provides a framework
for policy and program development including a focus upon enhancing
education and
employment outcomes as well as access to appropriate support services.
The document highlights developments in the service systems through
the introduction of networks and programs fostering partnerships
in the community.
A consistent thread in recent policy development has been the focus
on collaboration between community, government, non-government,
commercial and non-commercial industries to develop locally tailored
solutions to identified need.
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What are the aims, objectives and anticipated outcomes of SFYS?
The aim of SFYS is to develop an integrated service response
for young people, between 10 and 18 years of age, who are at risk
of developing behaviours that may make them vulnerable to self-harm,
disengagement from school, family or community, or who are displaying
behaviours which require support and intervention.
The two core components of the service are:
- The development of linkages/coordination between youth services
(in schools and in the community) to enhance responsiveness to
the needs of young people. This is undertaken through community
mapping, development of services, enhancing the effectiveness
of existing services, provision of information about service availability,
establishment of protocols between schools and services.
- The use of brokerage funding to purchase services to address
gaps in current service delivery. Service gaps may be identified
by schools, individuals and the community sector.
The desired outcomes of the School Focused Youth Service
are:
- A significant improvement in addressing the needs of "at
risk" young people as a result of functioning collaborative
structures and mechanisms between schools and relevant community
agencies.
- A significant improvement in the current service system as a
result of the identification of gaps and subsequent service development
and/or purchase.
Coordinators have collectively expressed their vision for the
service as:
'Families, schools and communities will be supported to promote
opportunities and implement strategies that will enhance young
people's capacities for resilience and achievement of their full
potential'.
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How is the service funded and structured?
The Service was established by public tender, which resulted in
41 projects/sub-regional areas being effectively set up as
separate entities under the auspices of a variety of service
providers such as Local Government, Community Health Services
and Not-for-Profit service providers. In each of the 41 sub-regional
areas a Coordinator has been appointed, with brokerage capacity
to respond to gaps in service availability, as identified at the
local level. The SFYS covers all primary and secondary schools in
the state of Victoria and is governed by a set of program guidelines
and a structure of local, regional and statewide advisory groups.
While the Department of Human Services (DHS) has responsibility
for managing the distribution of funding, the decision-making
is through a joint and collaborative approach with key stakeholders.
The School Focused Youth Service has three levels of implementation-Statewide,
Regional and Local. Links between participants at these three levels
are supported through regular forums and electronic communication
channels.
At the statewide level, the SFYS Statewide Advisory Group
(SAG) and Working Group, in partnership with Regions, supports the
development of common understandings and a Statewide program approach.
At the regional level, the SFYS is supported by the work
of a Regional Advisory Group (RAG). This group, with representation
from human services, education sectors and key stakeholders, assists
in overseeing and guiding the process of implementation of the service
across each Region.
At a local level, the Local Advisory Group (LAG) works in
partnership with the local SFYS provider to facilitate the development
of effective communication strategies within their area. The LAGs
may build on existing coordinating structures. This group also plays
a key role in responding to local issues and informing and implementing
regional strategies.
The Regional Strategic Plan provides a framework from which
LAGs can plan local activities. Given that the Regional plan is
be based in part on local analysis, the document is intended to
provide a structure relevant to local need without inhibiting the
capacity of LAGs to respond to emerging issues. The regional plan
is also intended as a framework for the development of local priorities
relating to the expenditure of brokerage funds.
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Who is the target group for SFYS?
The target group of the School Focused Youth Service is children
and young people, aged 10-18 years, with a focus on the 10-14 years
age group including those outside the school system, who are
at risk of developing behaviours that may make them vulnerable
to self harm or who are displaying behaviours which require support
and intervention.
The target group of young people should be considered vulnerable
to one or more risk factors including:
- Violence
- Offending
- Depressive mood and depressive disorders
- Self harm
- Substance abuse.
- Socially and geographically isolated young people from Indigenous
and Culturally and Linguistically Diverse (CALD) communities,
young people in rural areas and those experiencing homelessness.
- Young people displaying concerns regarding sexuality, early
school leaving, and physical or psychological disabilities.
'At-risk' young people can be viewed as 'those who are vulnerable
to, and affected by, a range of factors likely to impede their successful
transition to a fulfilling adult life.' (SFYS Literature Review,
2001).
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Who does SFYS work with?
The School Focused Youth Service links closely to primary and secondary
schools and relevant community agencies within each area. The Service
typically works with agency personnel (eg mental health, community
health, family support, drug & alcohol, housing services, employment
services), school principals and student welfare coordinators, departmental
student support services, local government youth services, regional
Department of Human Services and Department of Education & Training
personnel, school nurses, tertiary institutions, youth research
agencies, regional youth committees, local learning and employment
networks and peak bodies.
Coordinators do not work directly with children and young people
ie. they do not have a caseload.
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What is brokerage funding, and what can it be used for?
Brokerage funding enables services to be purchased, as a result
of identification 'service gaps' at the local level, to help meet
the needs of the Service target group.
Brokerage funding focuses on the principles of strategic use of
funds to create systemic change, and congruence with regional strategic
planning objectives, local service mapping and needs analysis data.
The management of brokerage funds is the responsibility of each
auspice agency/service provider working with their Local Advisory
Group to develop clear and transparent brokerage application, allocation
and evaluation processes. Brokerage funds are limited to $50,000
per sub-regional area/service provider, per year.
The guidelines are deliberately broad in their description of possible
services to allow for regional and agency flexibility, but are for
the primary benefit of at-risk young people within the SFYS target
group. Further details of the brokerage guidelines can be found
on this website in the document 'School Focused Youth Service Program
Guidelines'.
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What intervention model is used?
The SFYS works with key stakeholders to promote systemic change
through enhancing partnership arrangements that allow the
service system to more effectively address the needs of "at
risk" young people. Through establishing innovative models
of good practice the SFYS provides links between the school/community
and health sectors.
The primary focus of the SFYS, whilst avoiding labeling and stigmatisation,
is on those young people most at risk of ongoing social, emotional
and/or physical harm. However, the SFYS is supportive of prevention-based
approaches in a school and community context through contributing
to the development of resilience and coping skills for groups such
as a school year level or whole school.
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What does the work of SFYS look like in practice? What are some
of the activities of SFYS coordinators on a day-to-day basis?
Common activities may include:
- Establishing linkages and improving coordination between community-based
youth services and schools. This could include community mapping,
assisting in the development of programs and service responses,
providing information about service availability, and supporting
the development of protocols and referral pathways between services
and schools.
- Promoting a shared understanding of the roles and responsibilities
of all key stakeholders involved in service provision for young
people
- Recognising and sharing examples of good practice, accumulated
knowledge, research findings and systemic change strategies
- Supporting schools and services in promoting and modeling participation
by young people in decision making processes and policy development
- Encouraging participation and ownership by all stakeholders
in the planning, development and delivery of the School Focused
Youth Service
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What theoretical frameworks underpin SFYS?
There are a number of fundamental concepts that underpin the School
Focused Youth Service, three central ones being:
- risk and resilience, and the place of school connectedness as
a protective factor against the development of other 'at risk'
behaviours; and
- partnership and collaboration within and across sectors to develop
a co-ordinated approach to service delivery.
- The importance of local responsiveness to local needs.
Coordinators and auspice agencies utilise theoretical frameworks
such as Community Development/Community Capacity Building, the Youth
Development Model, the Social Development Model and Ecological Systems
frameworks. In addition to these 'theoretical frameworks', other
models, strategies and conceptual frameworks inform practice and
provide an evidence base for intervention. Included in these are
the Framework for Student Support Services in Government Schools,
Pastoral Care for Students in Catholic Schools, the Health Promoting
Schools model, the Department of Human Services 'Working Together'
strategy, 'MindMatters' mental health promotion strategy, the Full
Service Schools model, and local service mapping and needs analysis.
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How is the service evaluated?
An integral part of the implementation of the SFYS was a formative
and summative evaluation designed to support the 41 service entities
through an ongoing review and monitoring process. Success Works
was appointed following a public tendering process. The evaluation
was based upon the following principles:
- Utilisation of an action-research approach.
- Adoption of a multi-faceted and multi-method approach to evaluation.
- Use of collaborative and consultative processes.
- Recognition that evaluation is a cumulative process.
- Implementation of an integrated framework which encompasses
all the components of the methodology adopted.
The findings of the two-year evaluation process can be found at:
www.sofweb.vic.edu.au/welfare/evaluation.htm
Evaluation tools and processes are being developed and refined
to evaluate the ongoing work of SFYS and the projects, programs
and services it funds.
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References:
SFYS Coordinator's Statewide Network (August 2001) Strategic
Reflections - Strategic Directions. A Discussion Paper
Department of Human Services (1998) Tender Specification, School
Focused Youth Service
Success Works (March 2001) Evaluation of the School Focused
Youth Service
Department of Education & Training. SFYS - Description of
Service http://www.sofweb.vic.edu.au/welfare/youth.htm#description
Victorian Government Department of Human Services (2003). School
Focused Youth Service Program Guidelines.
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