BUSINESS IN THE COMMUNITY- A STRATEGIC FOCUS ON CONTEXTS

OF DISADVANTAGE

Dr. Paul DownesDr. Paul DownesDirector,Director,

Educational Disadvantage CentreEducational Disadvantage CentreSenior Lecturer in Education (Psychology)Senior Lecturer in Education (Psychology)

St. Patrick’s College, Drumcondra,St. Patrick’s College, Drumcondra,paul.downes@spd.dcu.iepaul.downes@spd.dcu.ie

Wednesday July 1 2009

•Reports:Count Us In. Tackling early school leaving in South West Inner City Dublin: An Integrated Response (2007) Paul

Downes and Catherine MaunsellA Holistic Approach to Early School Leaving and School

Retention in Blanchardstown (2006) Paul Downes, Catherine Maunsell and

Jo-Hanna IversPsychological Supports for Ballyfermot: Present and Future

(2004) Paul DownesVoices of children: St. Raphael’s Primary School Ballyfermot

(2004) Paul Downes

•Number of Schools Targeted:Primary: 18

Post-Primary: 9Number of Questionnaires returned:

Primary: 932Secondary: 747

Total: 1,679Focus Groups 57

Consultations with members of local communities: 96

Priority IssuesPriority Issues

1.1. Building on Strengths – Intentions to Stay Building on Strengths – Intentions to Stay on at School until Leaving Certon at School until Leaving Cert

2.2. Conflict Resolution Skills for TeachersConflict Resolution Skills for Teachers3.3. Student Leadership StrategyStudent Leadership Strategy4.4. Part-time work and Transition YearPart-time work and Transition Year5.5. Links with Out of School Services: Student Links with Out of School Services: Student

LeadershipLeadership6.6. Alternatives to SuspensionAlternatives to Suspension7.7. Authoritative Leadership in SchoolsAuthoritative Leadership in Schools8.8. MentoringMentoring9.9. Beyond Failure IdentityBeyond Failure Identity

Building on Strengths – Intentions Building on Strengths – Intentions to Stay on at School until Leaving to Stay on at School until Leaving

CertCert

A Holistic Approach to Early School Leaving and School Retention in Blanchardstown (2006) Paul Downes, Catherine Maunsell and Jo-Hanna Ivers

The number of 1The number of 1stst year students in secondary schools year students in secondary schools

wanting to stay on until the Leaving Certificatewanting to stay on until the Leaving Certificate

Count Us In. Tackling early school leaving in South Count Us In. Tackling early school leaving in South West Inner City Dublin: An Integrated ResponseWest Inner City Dublin: An Integrated Response

(2007) Paul Downes and Catherine Maunsell(2007) Paul Downes and Catherine Maunsell

1st Year response to the question: “Do you think you want to stay 1st Year response to the question: “Do you think you want to stay on at school until the Leaving Certificate?” (Excluding don’t know on at school until the Leaving Certificate?” (Excluding don’t know and no answers)and no answers)

Count Us In. Tackling early school leaving in South West Inner City Dublin: An Integrated Response

(2007) Paul Downes and Catherine Maunsell

2nd Year response to the question: “Do you think you want to stay 2nd Year response to the question: “Do you think you want to stay on at school until the Leaving Certificate?” (Excluding don’t know on at school until the Leaving Certificate?” (Excluding don’t know and no answers)and no answers)

Count Us In. Tackling early school leaving in South West Inner City Dublin: An Integrated Response (2007) Paul

Downes and Catherine Maunsell

5th Year response to the question: “Do you think you want to stay 5th Year response to the question: “Do you think you want to stay on at school until the Leaving Certificate?” (Excluding don’t know on at school until the Leaving Certificate?” (Excluding don’t know and no answers)and no answers)

CONFLICT RESOLUTION SKILLS FOR CONFLICT RESOLUTION SKILLS FOR TEACHERS TEACHERS Downes, P & Maunsell, C (2007) Downes, P & Maunsell, C (2007) Count us in: Count us in: Tackling early school leaving in South West Inner City Dublin: Tackling early school leaving in South West Inner City Dublin:

An integrated responseAn integrated response

Perceptions of being treated unfairly by teachers were exceptionally high at 50% of student responses in the fifth year group of one school, with 29% who stated that they were treated fairly by teachers being an exceptionally low figure. This is clearly a matter of concern and there is a need to move to a less authoritarian school climate in that school. The finding, in the US, of MacIver et al (1991) is relevant in this context, namely, that external pressure did bring increased motivation among middle school students but not among high school students.

•Perceptions of being treated unfairly by teachers were particularly high in the school which was observed in an earlier section to have a particularly high proportion of 5th year students who stated that they did not want to stay on at school until the Leaving Certificate. It is clear

that this problem needs to be addressed as part of a holistic strategy for school completion until Leaving

Certificate.

Responses from students who perceived that they were not treated fairly by teachers include the following:

“No some think they own the school” “The students aren’t treated fairly, I don’t know why, they just don’t

and it’s very clear” “No they pick on certain students” “Fairly by some but teachers that hated another family member they

think you’re like them when you’re not” “Most of them are very, very nice but there is just 1 or 2 that I don’t

like one bit’ “Mainly yes but 1 or 2 can be discouraging towards me. I am a good

student and do my work mostly so they shouldn’t have a reason to be unfair”

“No some teachers would talk to you rashly & then act so sweet in front of your parents”

“No they pick on certain students” “No cause some teachers are bullies towards the students” “I’m leaving after the Junior because I hate it” Would change “the way the teachers treat the students” “I can’t wait to leave, I would leave tomorrow if I had the choice

because I get picked on by a teacher”

The issue of perceptions of being treated fairly or otherwise in school needs to move

beyond an individualised focus on the individual teacher or student to a systems’ level analysis. It is a systems’ level problem and improvement of this problem requires a

systems’ level type of intervention, for example, at a national level with regard to

teachers of working on their conflict resolution strategies and awareness of

educational disadvantage at pre-service and in-service levels.

The focus needs to move beyond attributing ‘blame’ to teachers or students and to move to examining the systems’ level problem. There is a need to support

improvements at a systemic level that will support an increase in skills to facilitate better communication and

cooperation between teachers and students at secondary level in particular. The proposed community based

psychological support service for the area can play a key role in developing conflict resolution skills for system level

change at secondary level in particular.

STUDENT LEADERSHIP STRATEGYSTUDENT LEADERSHIP STRATEGY Downes, P & Maunsell, C (2007) Count us in: Tackling early

school leaving in South West Inner City Dublin: An integrated

response A distinctive feature of the South West Inner City A distinctive feature of the South West Inner City

area is its strong grassroots community based area is its strong grassroots community based projects. There is a need to develop a medium and projects. There is a need to develop a medium and long-term strategy throughout the area to ensure long-term strategy throughout the area to ensure

that this extremely valuable tradition of local that this extremely valuable tradition of local community leadership is continued and developed. community leadership is continued and developed. There is a need for an area wide strategy to There is a need for an area wide strategy to develop new leaders in the community. Accredited develop new leaders in the community. Accredited community leadership training courses need to be community leadership training courses need to be accessed, though the site of these courses does accessed, though the site of these courses does not necessarily have to be within the local area not necessarily have to be within the local area

itself. Increased development of students’ councils itself. Increased development of students’ councils among the local primary and secondary schools among the local primary and secondary schools can facilitate future community leaders among can facilitate future community leaders among

local youthlocal youth

Part-Time Work and Transition Year Part-Time Work and Transition Year Downes, P, Maunsell, C & Ivers, J (2006) Downes, P, Maunsell, C & Ivers, J (2006) A Holistic Approach to Early A Holistic Approach to Early

School Leaving and School Retention in Blanchardstown Current Issues School Leaving and School Retention in Blanchardstown Current Issues and Future Steps for Services and Schoolsand Future Steps for Services and Schools. Dublin: BAP. Dublin: BAP

Previous research in the Blanchardstown Previous research in the Blanchardstown context found that 63% of all second level context found that 63% of all second level

students in the Blanchardstown area have a students in the Blanchardstown area have a part-time job – and a third of this are working part-time job – and a third of this are working

over 17 hours per week (BYS & BAP 2000). over 17 hours per week (BYS & BAP 2000). Burtenshaw Kenny Associates (2005) noted Burtenshaw Kenny Associates (2005) noted

that JEDI:that JEDI:

Challenged the perception that career guidance is for Challenged the perception that career guidance is for young people who have educational qualifications and young people who have educational qualifications and are interested in progressing to third level education. It are interested in progressing to third level education. It made guidance accessible for one hundred and twenty made guidance accessible for one hundred and twenty seven young people who are interested in seven young people who are interested in reestablishing their career path. Many of these young reestablishing their career path. Many of these young people availed of two or more guidance sessions.people availed of two or more guidance sessions.

The figures provided by Forkan (2005) are as follows:Of the 844 students who started second level education in 1995 in 5 schools in Blanchardstown, 30% left school early

9% of males, 7% of females had left school by the time they would have sat their Junior Certificate (average ESL 8%; overall retention rate to Junior Certificate 92%)

Another 24% of males and 20% of females had left school before Leaving Certificate

Of the 805 students who started second level education in 1996 in the 5 schools, 30% left school early8% of males, 3% of females had left school by the time they would have sat their Junior Certificate (average ESL 6%; overall retention rate to Junior Certificate 94%)Another 27% of males and 20% of females had left school before Leaving Certificate

Forkan (2005) observed that many young people in Blanchardstown did not know the consequences of early school leaving. His

examination of school leaving patterns concluded that a clear majority of students from both cohorts ‘left school during the Senior

Cycle’ and:Recommended that consideration be given to the different character

of early school leaving when it occurs after a young person has attained a Junior Certificate qualification

It is important to emphasise that a decision to leave school after Junior Certificate is the end product of an

ongoing process from the beginning of secondary school and arguably earlier. As a process of alienation from the school system, it is important to recognise that leaving the school system after Junior Certificate may share a

range of similarities with those who leave school prior to Junior Certificate. Nevertheless it is arguable that there is

a need to develop discussion of a career plan with students as early as possible at secondary level in

conjunction with the Career Guidance teacher.

This attempt at developing an individual plan for the student at second level seeks to remedy the situation

noted by Forkan (2005) that some students do not realise the consequences of early school leaving. It can

incorporate issues of the effect of part-time work on the student’s study habits and school performance within part of this career plan and can require the student to officially inform the school of part-time work and hours involved as well as to schedule a meeting with the Career Guidance teacher to work out a plan for study in relation to this

work. The plan allows for the planning for time management and may explore how the work may relate

to any of the student’s course or project work and be linked to it in some way in Transition Year.

It communicates the need for high expectations with regard to the student’s learning and future career; the

basic approach of such planning is a cognitive-behavioural one where the student sets realistic goals and targets and receives feedback on these targets.A constructivist approach of consulting with students

about how transition year can be developed and made more relevant to their lives is to be recommended and students’ perceptions of the relevance and status of

transition year may need to be challenged

For example, one of the Youthreach interviewees stated with regard to transition year: “Transition year? “That’s

only for people that are slow” (Female, age 15).Some student focus groups in the Ballyfermot study

emphasised the transition from Junior Certificate to 5th year as being a time when students particularly need academic support as the adjustment to the academic

level of 5th year can be particularly difficultand the workload intensive if students have not done the

transition year (4th year).

QDOSS: An Agenda for Development

QDOSS is calling for a national QDOSS is calling for a national strategy on Out of School strategy on Out of School

Services Services – a strategy – a strategy that is is sensitive to the needs of local sensitive to the needs of local

contexts.contexts.

• Key Structures Underpinning Out-of-School Key Structures Underpinning Out-of-School ServicesServices

• Out-of-School Services: Bridging Health and Out-of-School Services: Bridging Health and EducationEducation

• NeedsNeeds

• Out-of-School Services: Contribution to Out-of-School Services: Contribution to Development of School ClimateDevelopment of School Climate

ALTERNATIVES TO SUSPENSIONALTERNATIVES TO SUSPENSION Downes, P & Maunsell, C (2007) Count us in: Tackling early

school leaving in South West Inner City Dublin: An integrated

response It is a matter of concern that suspension is being It is a matter of concern that suspension is being

used as a strategy in at least one primary school in used as a strategy in at least one primary school in the South Inner City area. There is a need for a the South Inner City area. There is a need for a

supervised time out area in every school for supervised time out area in every school for children with disruptive behaviour and to resource children with disruptive behaviour and to resource

alternative strategies to suspension from school.alternative strategies to suspension from school. There is a need for a supervised time out area for There is a need for a supervised time out area for

children and young people with disruptive children and young people with disruptive behaviour behaviour

Any such supervised time out area requires support Any such supervised time out area requires support from counsellors, whether this is school or from counsellors, whether this is school or

community based.community based.

Some 6th class responses on this theme are as follows:

-“If you swing on a chair that’s enough for a suspension”-“She suspended 7 boys”

-“I was one of the boys who got suspended, cos being very cheeky”

-”Need suspension only for serious things”-“About 8 out of 17 suspended, she suspended 7 people

in one day”- “Worst thing about school “getting suspended”

-“He says if you do that boy you’ll be out of the school in a second and you’ll never come back”

-“He threatens you, I’ll suspend you, I’ll expel you and you’ll never come back”

-“Get suspended for taking a sup of water

[It must be noted that these comments are the subjective perceptions of pupils though with strong internal consistency in their

responses]

Interviewed early school leavers also raised the issue of the need for alternatives to suspension at second level:

- “Suspension is stupid, just gives them a break”- “getting sent home for 3 days isn’t punishment”

- “sit outside the door for hours”-“Teachers leave you in corridor”

-“Suspended for phone ringing in class and for talking”-“Suspended for not doing homework”

-“Three bookings and then detention, bookings for very little i.e. talking or being a minute late”

One service provider in the SICCDA study suggests that: “suspension used a lot, need to put something in place if suspended, not much endeavour to keep them in school”.

Suggestions for alternatives to suspension in secondary schools made by a range of local services strongly resonate with recommendations made at a national in-service of School Completion Programme to ‘improve the climate for teaching and learning in classrooms’ included at the ‘school systems’ level’: ‘Requirement for alternative needs based individual curriculum with elements of youth work approach’•‘Requirement of a room/area of school devoted to difficult students with professionals delivering extra support in anger management/personal development/core subjects. Time and space sanctioned for this work’•‘Alternatives to suspensions/expulsion/reduced timetables such as restorative justice practices/one to one small group tuition/circle time etc’•‘More positive rewards and acknowledgement of positive or good behaviour systems for earning awards’•‘Curricular adjustment to involve practical tasks’

In the 2006 Blanchardstown study, a range of service providers raised the issue of the need for alternative strategies in secondary school to that of suspension, with many referring to the need for a

‘time out’ room:‘We need a time out room in the post primary school as most of our

target students hang out in the assembly hall if they have been asked to leave class’, there is a need to do ‘constructive work’ with

themNeed a ‘more holistic approach to student behaviour’ ‘suspensions are a waste of time/something else, some other means of working positively with kids’ ‘review the suspension theory’ ‘create a more

positive environment’‘A more practical approach to bad behaviour’

Downes, P, Maunsell, C & Ivers, J (2006) Downes, P, Maunsell, C & Ivers, J (2006) A Holistic Approach to Early A Holistic Approach to Early School Leaving and School Retention in Blanchardstown Current Issues School Leaving and School Retention in Blanchardstown Current Issues

and Future Steps for Services and Schoolsand Future Steps for Services and Schools. Dublin: BAP. Dublin: BAP

Eliminate suspensions and work towards dealing with issues alternatively’

‘Time out for certain students (e.g., perceived as being at risk) to engage in more tailor built programmes i.e., students with poor attendance records who may also

have substance use issues either themselves or within their families or peers’

‘More engagement with relevant services/providers, time out and off site education, tailor made

programmes, small target group work i.e. substance users’

‘Develop a model of withdrawal/return’ ‘Creative ways of school retention to Leaving

Certificate’

These points echo somewhat the criticism of ‘suspension’ noted in Forkan’s (2005) research in Blanchardstown:

‘being suspended and “kicked out of school” was a dream come true…in many cases they were out of school more often than in it, which was exactly

what they wanted…It was suggested that instead of suspending an individual, the school should punish them by keeping them in school and

making them do the work they should be doing’

As noted already with regard to developing opportunities for at risk pupils to develop practical skills, another SCP (2005) report cites as an example of good practice from the Dublin North Region a social and personal development programme that includes a garden for time out for disruptive students during school time, as well as being available during lunchtime and afterschool.

AUTHORITATIVE LEADERSHIP IN SCHOOLS

Primary Education: Ending Disadvantage. Proceedings and Action Plan of the National Forum (2002) p. 165

The development of an inclusive and equality agenda in primary schools requires strong leadership from school principals and (Boards of Management) BOM throughout the country. The onus will be on both the principals and BOM to:

•Manage and foster an ethos of inclusion in their schools;•Promote and facilitate co-ordination between school personnel and personnel from statutory, community and voluntary services; •Develop and implement inclusive enrolment and integration policies;•Promote policies and practice pertaining to parents as equal partners;•Promote understanding of educational inequality at personal and institutional levels and the manner in which the school can contribute to the marginalization of children and their families from the system;•Ensure that the cultures of all children are reflected equally throughout the school;•Ensure flexible teaching to meet the diverse needs of pupils;•Ensure delivery of the full primary school curriculum.

This is a significant challenge. In this regard it is proposed that leadership training be provided to principals and

BOM of primary schools around the country. It is recommended that the proposed mobile in-service

education teams and regional educational structures would view this as an area of immediate concern upon

their establishment and facilitate this leadership training to take place at the earliest possible stage. It is also

recommended that the mobile in-service education teams would work in partnership with the community and

voluntary sector in the development and delivery of this training.

MentoringMentoringDownes, P. (2004) 'Downes, P. (2004) 'Present and Future Present and Future Psychological Support Psychological Support

Services for Ballyfermot. Dublin: URBANServices for Ballyfermot. Dublin: URBAN

In the 2004 Ballyfermot study some In the 2004 Ballyfermot study some focus groups at secondary level were focus groups at secondary level were of the view that mentoring from older of the view that mentoring from older

students would work better with students would work better with regard to bullying than with regard to regard to bullying than with regard to substance abuse, as the danger was substance abuse, as the danger was

that older students would be involved that older students would be involved in more ‘advanced’ levels of substance in more ‘advanced’ levels of substance

abuse. abuse.

The potential for a high percentage of the cohort The potential for a high percentage of the cohort of students in Ballyfermot to stay on at school of students in Ballyfermot to stay on at school

until the Leaving Certificate offers an extremely until the Leaving Certificate offers an extremely important resource for the future of Ballyfermot. important resource for the future of Ballyfermot. The need arises for a strategy to ensure that the The need arises for a strategy to ensure that the talents of young school leavers are channelled talents of young school leavers are channelled back into the community to a significant extentback into the community to a significant extent The service to meet the psychological needs of The service to meet the psychological needs of

children/youth in Ballyfermot that was children/youth in Ballyfermot that was recommended in the 2004 report can only recommended in the 2004 report can only

provide one small part of that overall strategy provide one small part of that overall strategy through seeking to develop peer support and through seeking to develop peer support and mentoring programmes between local youth.mentoring programmes between local youth.

In the 2006 Blanchardstown study, it was stressed that the good practice of mentoring

between Irish students and foreign nationals, as well as with students from the Travelling

Community, which takes place in individual classes needs to be adopted at a systemic level

across all schools in Blanchardstown.

BEYOND FAILURE IDENTITY

Downes, P (2007) Intravenous Drug Use and HIV in Estonia: Socio-Economic Integration and Development of Indicators regarding the Right to Health for its Russian SpeakingLiverpool Law Review Special Issue on Historical and Contemporary Legal Issues on HIV/AIDS, Vol 2

““the need to provide recognition of the need to provide recognition of achievement, particularly for more achievement, particularly for more marginal students. Recognition is seen marginal students. Recognition is seen as a preventative measure which as a preventative measure which avoids some pupils being seen as avoids some pupils being seen as failures and lessens the chances of failures and lessens the chances of premature drop out” (MacDevitt 1998)premature drop out” (MacDevitt 1998)

Kellaghan et al (1995), commenting on Kellaghan et al (1995), commenting on the experience of U.S prevention of the experience of U.S prevention of early school leaving schemes: early school leaving schemes:

““success in one kind of target domain success in one kind of target domain may have a snowball effect on other may have a snowball effect on other kinds so that the net beneficial effect kinds so that the net beneficial effect may be greater than predicted for any may be greater than predicted for any one domain” (p.90) one domain” (p.90)

A plethora of educational theorists and educational psychologists recognise the danger of labelling students as failures (e.g. Merrett 1986; Glasser 1969; Warnock 1977; Handy & Aitken 1990; Kellaghan et al 1995; MacDevitt 1998; Kelly 1999) with the consequent knock-on effect of early school drop out.

Kellaghan et al 1995: “A first influence [on early school drop out] is school

failure. While there may be occasions when young people who are doing well may leave school, the vast majority will have had a history of doing badly. The issue of school failure is intimately related to the breadth/limits of the curriculum. With a broader curriculum, there is a greater chance of achieving success in some domains, while a curriculum which is based on academic learning only will ensure success only for those with an academic aptitude”

Gardner’s (1993) examination of multiple types of intelligence in educational psychology highlights the need for the educational system to be flexible enough to allow for expression of different types of intelligence and not just linguistic (verbal) ability

In O'Donnabhain's (1998) words:In O'Donnabhain's (1998) words:

“As the IFAPLAN working document reported, it was no longer possible for schools to insist on young people fitting into whatever the school decided. Disgruntled young people react in one of two ways - they either rebel openly and cause major discipline problems or they simply drop out and grow up as a part of the deviant section of the society. Thus many educational initiatives attempt to put the young persons at the centre and allow the learning environment to grow around them so that they can develop a sense of active citizenship”

Working with Young People

Constructivist psychology Constructivist psychology approaches:approaches:

Small group workSmall group work Cultural relevance issuesCultural relevance issues Their ownership over the processTheir ownership over the process Public speaking skillsPublic speaking skills

Target Groups for SBP?

‘‘Cherry picking’ brightest students who may Cherry picking’ brightest students who may go to university anyway?go to university anyway?

Working with lower streamed students?Working with lower streamed students? Working with gifted though alienated Working with gifted though alienated

students?students? Working with teachers?Working with teachers? Working with principals?Working with principals? Working with Community organisations?Working with Community organisations?

Wider Issues for Contexts of Disadvantage

BEYOND EDUCATIONAL BEYOND EDUCATIONAL DISADVANTAGEDISADVANTAGE (Downes P & Gilligan (Downes P & Gilligan

A. L. Eds 2007). DublinA. L. Eds 2007). Dublin: IPA: IPA

PRIORITY ISSUESPRIORITY ISSUES

Developing school climate at post-primary Developing school climate at post-primary levellevel

Developing teachers’ early literacy instruction Developing teachers’ early literacy instruction skills skills

A mental health strategy and fund for A mental health strategy and fund for contexts of socio economic disadvantagecontexts of socio economic disadvantage

Community development and lifelong learningCommunity development and lifelong learning

Developing school climate at post-primary level

No sunlight! Not money!No sunlight! Not money!………..………..

NDP ………………………………..NDP ……………………………….. Transition – not merely a Transition – not merely a

problem of the individual problem of the individual H.Dip……………………………….H.Dip……………………………….

CHAP 28: M. Darmody …………. Strengthening the school social climate

CHAP 34: P. Downes et al…… …… The jolt between primary and post-primary

CHAP 35: C. Maunsell et al……….... Primary to post-primary: Perceptions of pupils with special educational needs

CHAP 36: G. Farrelly…… ….. Bullying and social context: Challenges for schools

CHAP 38: A. Murphy……………… Peer mediation: The power and importance of children’s voices

BEYOND EDUCATIONAL DISADVANTAGE (Downes P & Gilligan

A. L. Eds 2007). Relevant chapters:

Developing teachers’ early Developing teachers’ early literacy instruction skillsliteracy instruction skills

Speech and language – system level skills for Speech and language – system level skills for teachers and parentsteachers and parents

NDP – ring-fenced fundingNDP – ring-fenced funding - an aspect of drug prevention- an aspect of drug prevention

More hours in curriculum ? Integrate with other More hours in curriculum ? Integrate with other subjectssubjects

Motivation and readingMotivation and reading

Arts and literacy: Fear of failure – process Arts and literacy: Fear of failure – process drama for language, emotions and social skillsdrama for language, emotions and social skills

BEYOND EDUCATIONAL DISADVANTAGE (Downes P & Gilligan

A. L. Eds 2007). Relevant chapters:

CHAP 15: S. Quinn …..‘Only brainy and boring people read’CHAP 15: S. Quinn …..‘Only brainy and boring people read’

CHAP 16: S. Kazmierczak…… Preventing potential CHAP 16: S. Kazmierczak…… Preventing potential weaknesses in early literacy instructionweaknesses in early literacy instruction

CHAP 17: Y. Mullan…… Raising literacy levels locallyCHAP 17: Y. Mullan…… Raising literacy levels locally

CHAP 18: E. Kennedy….. Literacy in designated CHAP 18: E. Kennedy….. Literacy in designated disadvantaged schoolsdisadvantaged schools

CHAP 25: C. Hefferon….. A model of drama for educational CHAP 25: C. Hefferon….. A model of drama for educational disadvantagedisadvantage

CHAP 26: P. Murphy…. Drama as radical pedagogyCHAP 26: P. Murphy…. Drama as radical pedagogy

CHAP 27: D. Butler & J. Kelly…. The digital era: CHAP 27: D. Butler & J. Kelly…. The digital era: Empowerment or digital divide ?Empowerment or digital divide ?

A mental health strategy and fund for contexts of socio-

economic disadvantage Not one early school leaving problem: Not one early school leaving problem:

ESL is a behaviour with a range of ESL is a behaviour with a range of motivationsmotivations

Beyond piecemeal approach of SCP, Beyond piecemeal approach of SCP, beyond 8 week bereavement coursesbeyond 8 week bereavement courses

Wider referral processes – reach Wider referral processes – reach withdrawn kids: ‘a slap in the face’withdrawn kids: ‘a slap in the face’

Need for prevention and early Need for prevention and early intervention: non-verbalintervention: non-verbal

Alternatives to suspensionAlternatives to suspension Drug prevention issueDrug prevention issue NEPSNEPS

BEYOND EDUCATIONAL DISADVANTAGE (Downes P & Gilligan

A. L. Eds 2007).Relevant chapters:

CHAP 29: M.C. Byrne…. Health for allCHAP 29: M.C. Byrne…. Health for all CHAP 30: C. Ryan & P. Downes…. Future CHAP 30: C. Ryan & P. Downes…. Future

steps for NEPS ?steps for NEPS ? CHAP 37: T. Hegarty…. Towards a CHAP 37: T. Hegarty…. Towards a

narrative practice: Conversations in a narrative practice: Conversations in a city centre schoolcity centre school

CHAP 39: P. Downes & A-L Gilligan…. CHAP 39: P. Downes & A-L Gilligan…. Some conclusionsSome conclusions

Community development and lifelong learning

Schools as a community resource: Schools as a community resource: e.g. Nicholas of Myrae.g. Nicholas of Myra

Collaboration not contracting outCollaboration not contracting out Parent peer support – Freirean Parent peer support – Freirean

modelsmodels Community leaders from ethnic Community leaders from ethnic

minorities including Travellersminorities including Travellers HSL – evenings, wider than teacher-HSL – evenings, wider than teacher-

onlyonly Regional educational structuresRegional educational structures

BEYOND EDUCATIONAL DISADVANTAGE (Downes P & Gilligan

A. L. Eds 2007).Relevant chapters:

CHAP 11: L. Bane….A seagull’s view- Adult CHAP 11: L. Bane….A seagull’s view- Adult and community educationand community education

CHAP 12: D. Mulkerrins….The CHAP 12: D. Mulkerrins….The transformational potential of the Home transformational potential of the Home School Community Liaison SchemeSchool Community Liaison Scheme

CHAP 13: T. Owens…. The development of CHAP 13: T. Owens…. The development of men’s community education in Irelandmen’s community education in Ireland

CHAP 14: L. Waters….Community CHAP 14: L. Waters….Community education: A view from the marginseducation: A view from the margins

CHAP 22: A. Boyle…. Traveller parents and CHAP 22: A. Boyle…. Traveller parents and early childhood educationearly childhood education

Downes, P (2007) Intravenous Drug Use and HIV in Downes, P (2007) Intravenous Drug Use and HIV in Estonia: Socio-Economic Integration and Development of Estonia: Socio-Economic Integration and Development of Indicators regarding the Right to Health for its Russian Indicators regarding the Right to Health for its Russian SpeakingSpeakingLLiverpool Law Review Special Issue on Historical and iverpool Law Review Special Issue on Historical and Contemporary Legal Issues on HIV/AIDS, Vol 2Contemporary Legal Issues on HIV/AIDS, Vol 2

Morgan (1998) cites Kaplan et al’s (1994) North American study of 4,141 young people tested in 7th grade and

once again as young adults which found a significant damaging effect of dropping out of high school on mental health functioning as measured by a

10-item self-derogation scale, a 9-item anxiety scale, a 6-item depression

scale and a 6-item scale designed to measure coping.  

This effect was also evident when controls were applied for

psychological mental health as measured at 7th grade. Moreover, the significant damaging

effect of dropping out of school was also evident even when controls were applied for

gender, father’s occupational status, and significantly for comparability

OECD 2008: EDUCATION AT A OECD 2008: EDUCATION AT A GLANCEGLANCE

EXPENDITURE ON EDUCATIONAL INSTITUTIONS AS EXPENDITURE ON EDUCATIONAL INSTITUTIONS AS A % OF GDPA % OF GDP

IRELAND 2005: 4.6% IRELAND 2005: 4.6% OECD AVERAGE 2005: 5.8%OECD AVERAGE 2005: 5.8%IRELAND 2000: 4.5%IRELAND 2000: 4.5%IRELAND 1995: 5.2%IRELAND 1995: 5.2%

JOINT 20JOINT 20THTH OF 29 COUNTRIES FOR OF 29 COUNTRIES FOR PRIMARY/SECONDARY/POSTSECONDARY PRIMARY/SECONDARY/POSTSECONDARY

NONTERTIARYNONTERTIARY

Galbraith – The Culture of ContentmentGalbraith – The Culture of Contentment(1992) (1992)

BUILDING ON STRENGTHSBUILDING ON STRENGTHSDO YOU THINK YOU WANT TO STAY ON AT DO YOU THINK YOU WANT TO STAY ON AT SCHOOL UNTIL THE LEAVING CERTIFICATE?SCHOOL UNTIL THE LEAVING CERTIFICATE?

Primary Pupils: 5Primary Pupils: 5thth/6/6thth Class ClassTotal: 750 yesTotal: 750 yes 80 no 80 no 2 probably2 probably 15 don’t know15 don’t know

15 no answer15 no answer

Era 1: Joe Lee – no policyEra 1: Joe Lee – no policy

Era 2: Isolated programmes, territories, some Era 2: Isolated programmes, territories, some attempts at strategies: Some progress attempts at strategies: Some progress Teachers’ Unions as Driving Forces Early OnTeachers’ Unions as Driving Forces Early On- Ad hoc SCP, Isolated HSL, Narrow Behaviour - Ad hoc SCP, Isolated HSL, Narrow Behaviour Support Service, Unfocused In-serviceSupport Service, Unfocused In-service

Era 3: ???Era 3: ???

ERA 3: ???- The Drive for Evaluation and its Limitations: Causes need supporting conditions to ‘work’Holistic Strategies: Teams not individuals, developmental and lifelong focus, community development and schoolsSchool as community focal point ?

ERA 3: ???HENRY KISSINGER: “EVEN THE MOST AFFLUENT COUNTRIES WILL CONFRONT SHRINKING RESOURCES. EACH WILL HAVE TO REDEFINE ITS NATIONAL PRIORITIES” 20 JAN 2009 ‘THE INDEPENDENT’- A PEELING AWAY OF INVESTMENT?

ERA 3: ???- THE KEY ROLE OF UNIONS - WHAT ARE THE MISSING ELEMENTS OF A HOLISTIC STRATEGY ?

NO MENTAL HEALTH STRATEGY FOR

CONTEXTSOF EDUCATIONAL DISADVANTAGE: A KEY BARRIER TO

PROGRESS

EARLY SCHOOL LEAVING IS A MENTAL HEALTH ISSUE!

A mental health strategy and fund for contexts of socio-economic disadvantage

Not one early school leaving problem: ESL is a behaviour with a range of motivations

Beyond piecemeal approach of SCP, beyond 8 week bereavement courses

Wider referral processes – reach withdrawn kids: ‘a slap in the face’

Need for prevention and early intervention: non-verbal therapeutic intervention Cf. Familiscope

NEPS – Reactive to critical incidentsAlternatives to suspension

Drug prevention issue

Would you talk to an adult working in the school about your problems?

Yes Primary 240 No Primary 300Maybe/depends Primary 25Don’t know Primary 6  No Answer Primary 46  Yes Secondary 131No Secondary 312 Maybe/depends Secondary 23 

THE NEED FOR COMMUNITY BASED EMOTIONAL SUPPORTS

A DISTINCT FUNDING STRAND FOR MENTAL HEALTH AND SOCIAL INCLUSION IN THE

DEPARTMENT OF EDUCATION AND SCIENCE SUPPORTED BY FUNDING FROM THE

DEPARTMENT OF JUSTICE AND LAW REFORM FOR MENTAL HEALTH INTERVENTIONS FOR STUDENTS

AT RISK OF SUSPENSION/EXPULSION - INCLUDING MEDIATORS

References:References:Blanchardstown Youth Service & Blanchardstown Area Partnership (2000). Report on survey on part-time employment of second level students in the Blanchardstown area.Burtenshaw Kenny Associates (2005). Evaluation of the cross border elements of the Joint Education Development Initiative (JEDI) Project. Fingal County CouncilForkan, C. (2005). Where is the final dividend ? Traveller culture, institutional practices and societal expectations: The education of Traveller children in Blanchardstown, Dublin. Blanchardstown Traveller Development Group.Forkan, C. (2005). Joint Education Development Initiative (J.E.D.I): An audit of issues relating to early school leavers in the Greater Blanchardstown Area, Dublin. Fingal County CouncilGalbraith, John (1992) The Culture of Contentment. London: PenguinGardner, H. (1993). Gardner, H. (1993). Frames of mind: The theory of multiple intelligencesFrames of mind: The theory of multiple intelligences. 2nd . 2nd ed. London: Fontana Pressed. London: Fontana PressGlasser, W. (1986). Control theory in the classroom. New York: Harper & Row.Handy, C. & Aitken, R. (1990). Understanding schools as organizations. Penguin BooksKaplan, D.D., Damphousse, J.R. & Kaplan, H.B. (1994). Mental health implications of not graduating from high school. Journal of Experimental Education, 62, 105-123

References cont.,References cont.,

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