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Moving toward young people thriving in Te Hiku page 1 of 26

Moving towards young people thriving in Te Hiku

Process findings and opportunities on a youth and youth worker-‐led innovation process

Prepared for the: Make it Happen Te Hiku

Taskforce and the Kaitaia community

August 2015


CONTENTS

1. Summary . . . . . . . . . 3 2. Process . . . . . . . . . 4 3. What did we learn? . . . . . . . 6

Idea 1: A youth space . . . . . . . 9

Idea 2: Youth-‐led initiatives . . . . . . 15

Idea 3: Free Wi-‐Fi . . . . . . . 16 4. Where to next? Suggested activities. . . . . . 18 Appendix 1: Votes for youth-‐led initiatives . . . . . 23 Appendix 2: Survey findings . . . . . . . 24 Appendix 3: Reference list . . . . . . . 26


1. SUMMARY

This document outlines the findings from the youth and youth worker-‐led social innovation process and details a plan for moving forward.

The Ministry of Social Development asked innovate change to lead a process to create new ideas that encourage positive behaviour, and reduce the incidence of bullying in Te Hiku.

innovate change worked with the local (Kaitaia based) Ministry of Social Development team and Te Hiku community youth workers, including young people, to build ownership and commitment to changing attitudes and behaviours. Our approach followed the first four stages of our seven-‐stage innovative action model1 – questioning, understanding, designing and refining. innovate change is a social innovation agency. We recognise the complexity of the social challenges we face and the urgency of finding effective responses to them. We facilitate creative and participatory processes to improve health and wellbeing. Find out more about us at www.innovatechange.co.nz.

We took a participatory approach to working with young people. Participatory design is about capturing different perspectives, insights and experiences and working together towards better solutions using innovative and creative techniques. We focus on doing things with young people, not to or for them.

Instead of looking at specific instances of bullying we took a positive youth development approach. Positive youth development focuses on facilitating positive social connections, enabling youth participation, building capacity in the youth sector and focusing on young people’s strengths.

This process has been supported and informed by many individuals and organisations. We thank them warmly for their contribution to this work. Ngā mihi nui ki a koutou katoa.

1 http://www.innovatechange.co.nz/how-‐we-‐work#our-‐process


2. PROCESS

This project followed the first five stages of our innovative action model:

STAGES ONE AND TWO: QUESTIONING AND UNDERSTANDING

We began by identifying what knowledge already exists regarding the needs and wants of young people in Te Hiku. This involved:

§ analysing a large survey commissioned by the Ministry of Social Development in 2013 (see appendix 1 for detailed findings)

§ facilitating a workshop with adults who work with and for young people to understand their views on what young people want and need in Te Hiku.

STAGE THREE: DESIGNING We then ran two workshops with young people, where we asked them to come up with ideas around the following ‘how might we’ questions: How might we…

§ encourage young people to feel proud in Te Hiku? § connect people in Te Hiku together? § encourage people to feel safe on the streets at night? § celebrate young people? § nurture young people to be leaders and role models? § change adults’ negative views of young people?

From the workshops and survey analysis we understood:

§ young people feel unsafe in Te Hiku at times § young people feel as though they don’t have safe places

to go and things to do § adults view young people as problems to be fixed and

would rather they were out of sight § there is a perceived lack of organisations that focus on

the needs of young people § there is little celebration and/or welcoming of young

people.


Following the workshop, we returned to the group of adults who work with and for young people and several young people. Within this group, we explored the top 13 ideas that had come out of the workshops with young people. 3 ideas were selected based on their likelihood to have the biggest positive impact on young people in Kaitaia:

§ a youth space – for youth, run by youth § free Wi-‐Fi § youth-‐led initiatives.

Following the selection of the ideas, the group developed plans for how we could try the ideas.

STAGE FOUR: REFINING

During this phase, we turned the ideas into a prototype, which took the form of a pop-‐up youth space. Within the youth space, we established individual stations to test the ideas of free Wi-‐Fi and youth-‐led initiatives. We collected feedback on all three ideas by:

§ asking young people to vote on their favourite youth initiatives § lining the walls of the youth space with large sheets of paper for

young people to add their feedback on the space and the presence of free Wi-‐Fi

§ recruiting young people as ‘insight gatherers’ – gathering feedback from their peers on all three ideas.

The trying process ran from the 4th – 10th of August, during which time approximately 250 young people visited the pop-‐up space. Young people who couldn’t visit the space could share their thoughts on several Facebook pages. After meeting with young people to talk about what we learned through the prototyping process, we decided on two key directions (detailed on page 24). Key directions were shared with staff from: Far North District Council; Far North REAP; Far North Safer Community Council; NZ Police; Blue Light; St John Youth; Te Oranga; Navilluso Medical; Te Kohanga Whakaora; Moko team; Kaitaia Abundant Life School; Te rules Waitomo Papakainga; and Kelvin Davis Te Tai Tokerau MP represented by Chrissy Young.


3. WHAT DID WE LEARN?

Key insights

Many young people are passionate and motivated to make a positive change in their community.

Young people who aren’t involved in sport or faith-‐based groups have very few things to do or places to go.

Young people feel unwelcome in some businesses and community facilities – in particular, Te Ahu.

For some young people, home isn’t a safe, warm or comfortable place to be.

Young people don’t feel valued or celebrated by adults – they feel judged.

Many young people lack awareness of the range of activities and services available to them. A number of 12-‐13 year olds hang around town after school and in the evening because no one is at home.

Young people don’t want youth workers, health or social services in their space.

Young people don’t always feel safe in Te Hiku.

Some young people have internalised and act out American ‘gangster’ culture.


Other key learning Engaging the broader community in the process

Community generosity varied greatly -‐ some individuals and organisations within the community were extremely willing to give their time, equipment and skills freely. For example, Blue Light loaned their PlayStation, many individuals and families lent furniture from their own homes and the Moko team provided free Wi-‐Fi and food for young people visiting the space.

Conversely, a number of organisations and individuals were unwilling to help – willing to talk about the problems with young people but not to be a part of the solution. A number of landlords of empty buildings were unwilling to have young people use their space temporarily or return the calls of the project team inquiring about the use of the space.

Young people in Te Hiku Popular culture changes quickly – the predominant or popular culture of Kaitaia changes year by year. While Waka Ama was popular last year, this year Mixed Martial Arts (MMA) and Crossfit are most popular. In a dynamic, evolving youth culture it’s important any solution is agile and lo-‐fi enough to be able to change or collapse and move on. Many young people are bored on Sunday – for young people who are not part of a Church, there are few things to do on Sundays. It’s important there are places for young people to go if they can’t or don’t want to be at home or want something to do after church.

Young people are fearful of ‘dangerous’ young people and adults – young people talked extensively of dangerous adults and young people who might affect the ‘good vibes’ of their space. They were particularly concerned about those adults and young people with gang affiliations. For some young people, the presence of other peer groups will also make them uncomfortable and unlikely to engage with any one youth space.

Co-‐designing and co-‐producing with young people

With a little inspiration, young people were creative and resourceful – young people demonstrated that a lot can be achieved in a short period of time, with minimal costs (aside from time). Young people were creative about where to source equipment and building materials – borrowing building equipment from a nearby building site, using leftover paint, and asking friends and family for old pallets and tyres to create art.


We were able to achieve a huge amount in just a few days, with a few thousand dollars : The youth space came together in just five days, with very little cost. The majority of expenditure went to feeding youth volunteers, not decorating or furnishing the space. Less than $500 was spent on materials and equipment for the youth space.

While many young people suggested a centre run by youth, for youth, very few volunteered to lead: Very few (less than 5) young people were willing to take responsibility for a youth space – all of which were female. Many young people appeared to lack the confidence, capability or desire to take on a leadership role.

Young people already leading in the community have many commitments: Many young people in Kaitaia with existing leadership capability and confidence (developed through other initiatives such as Be the Change) are already busy with a number of commitments. This made it more challenging for them to participate in leading or helping to co-‐create the youth space.

Young people needed support to stay responsible for their space: Throughout the week young people sometimes needed reminding ‘it’s your space not ours’ when they tried to shift responsibilities onto adults or relax rules they’d previously agreed were important for the safety and comfort of young people in the space.

Many young people were happy to make rules for the space – fewer were comfortable or capable of enforcing the rules (including asking those who broke the rules to leave). Some young people felt their peers didn’t have the skills to cope with confrontation.

Young people gave a huge amount of themselves to creating their own youth space and looking after the running of it to the best of their abilities. They did so without payment (although they received Kai throughout the week). Young people were proud of what they’d achieved, allowing them to feel a sense of responsibility, belonging and pride in their community, their space and themselves. They responded well to being challenged to critique their ideas. The prototyping process allowed young people to develop their teamwork skills -‐ getting to know one another and developing the skills to work effectively as a team i.e. communication, decision making and conflict resolution.


Idea 1: A youth space

Key findings for the youth space

Who didn’t come to the pop-‐up space?

§ young people without transport § some young people over 15 who didn’t want to be in the same space as 12-‐

13 year olds § some 12-‐13 year olds who didn’t want to be in the same space as over 18s § young people without friends at the space.

Youth spaces and centres face significant challenges of ownership and of particular sub-‐groups feeling excluded or included at certain times. It’s important to ensure ownership is ‘collective’, as opposed to exclusive ownership (perceived or real) by any one group or groups. Exclusive ownership can result in a clash of cultures, which can lead to some young people not attending (Marlborough Youth Trust, 2014).

Programming of age-‐appropriate activities and activities that appeal to a particular sub-‐group within a youth space could combat some of those challenges. Ideally, a youth space would have different rooms for these activities to take place in.

It was easier for young people to talk to their peers, rather than adults, about challenges

or problems.

The youth space provided a safe second home for many young people – they felt comfortable and valued.

Many children were eager to visit the youth space and were

disappointed they had to be twelve to enter.

A diversity of young Māori visited space – very few Pākehā young people attended the

pop-‐up event.

Young people were uncomfortable when adults walked in off the street – young people were fearful of their intentions.

Some young people felt too intimidated to visit the youth

space, because of the young people outside.


‘Magnet activities’ are what youth are attracted by – fun stuff to do and the opportunity to form relationships with their peers. Structured activities reduce the opportunities to engage in antisocial behaviours (Ministry of Youth Development, 2010). Youth centres offering multiple activities and services are more likely to succeed as they cater for a wide range of young people (Marlborough Youth Trust, 2014).

Good structures for activities will incorporate:

§ regular meetings § rule-‐guided engagement § skill development with increasing complexity

and challenge § activities that require sustained active attention § leadership by at least one competent adult with clear feedback on performance

(Robson and Feinstein, 2006). Location and access is a particularly important factor for young people given their often-‐ limited means of travelling to a facility. The more deprived an area in a socio economic sense, the less mobile and able its youth tend to be. A facility should be located in a safe, neutral area (Marlborough Youth Trust, 2014).

What would prevent young people from visiting or enjoying the space? Many young people told us the following things would prevent them from visiting or enjoying a youth space in Te Hiku: § Youth workers § Health services § Bad vibes or attitudes § Fights, drugs, swearing, gang signs, dramas, PDAs § Lack of transport § Bullies, troublemakers § Fear of being intimidated, judged § Work / responsibilities at home § The ‘image’ of the space (e.g. ‘gross’ people go there) § Creepy adults § Too many people

[On youth workers] “Someone might think you

have a problem.”

[On health services] “You don’t want anyone knowing you go there.”


Online engagement While some young people were unable to visit the physical space, there was high online engagement on Facebook:

§ 2,172 views (as of 17/08/2015) of the ‘I think, I Hope’ Rangatahi Evaluations 2on the Te Hiku Youth page3

§ The Te Hiku Youth page generated over 5,500 views and over 700 interactions with posts over the period of time the pop-‐up space was operating

Young people thought having a youth space would…

Young people have high hopes, aspirations and assumptions for what a youth space will achieve. Most popular were:

§ Give you place to go when you’ve got nowhere to go § Be a home away from home § Keep all the youth out of trouble § Keep youth safe § Bring people together § Help socialise with new people § Make new friends § Place to get away from family issues § Kick back and have fun § Give people a sense of belonging

Adults felt a youth space would…

Some adults had positive views of a youth space (providing a safe place, a place to talk, offering new skills for young people), whilst others were negative and centred around the view of young people as problems to be fixed. Positive youth development programmes aim to build competencies and strengths in young people. They view young people as resources to be nurtured, not problems to be fixed (Simon Denny, 2004). Adults felt having a youth space would: (Positive )

§ Give them a safe place to go § Provide a place for them to talk to someone § Give them something to be proud of § Support them to learn § Allow them to ‘just be’ young people

2 https://vimeo.com/135820009?ref=fb-‐share 3 https://www.facebook.com/pages/Te-‐Hiku-‐Youth/399330970254986?fref=ts

“A place to go besides the streets -‐ gives young people something to do.”

“Get a chance to get away from dramas.”

“Create a community for youth.”

“So much abuse and stuff, let them know it’s okay to be

angry and talk to someone.”


(Negative) § Get them off the street and out of trouble § Teach them respect

When adults from the community were invited to walk through the youth space following the pop-‐up event, they shared the following feelings, thoughts and observations: Feelings

Thoughts

Observations

“I think that as a Council we are by age and thinking far removed

from youth.”

“Youth just want a safe place, a place to escape.”

“I hope this kaupapa stays alive because our Rangatahi deserve it. It will allow them to engage with their

peers in a safe whare.”

“Pride, optimism, positive energy, hope and excitement for Rangatahi leadership, ownership and

potential”

“Sad our young people don’t feel safe.”

“The need to stay relevant and engaging in a changing youth

culture.”

“Young people need support – can we form collaborative partnerships?”

“I see real engagement with young people – this is needed,

not a programme.”

“I see confidence, self-‐pride, mana and a sense of belonging in their own

community.”

“We’re on the right track with co-‐designing and co-‐producing. It’s great!”

“I see a plea of urgency for action from young people.”


What did young people think a youth space should have?

In order of popularity:

§ Music (massive stereo) § Positive vibes and smiles § Food and drink § Lots of games (pool tables, foosball, cards, Xbox/PlayStation) § Competitions (with giveaways) § Colourful decoration (bright and welcoming) § Quiet area (spaces for relaxing, studying) § Ability to write on the walls § Ways to get to know each other (activities)

Young people felt it would be important for a youth space to:

§ be welcoming § keep the house rules § have systems for sharing activities § be inclusive – cater to all ethnicities § have minimal adult presence § be in the centre of town § be designed to teach practical skills § have supporting adults that are non-‐

judgmental

Specifically, young people wanted Carolyn and Dougal Stott to support the youth centre kaupapa.

“[With just pool and games] it would get boring after a few

weeks or months.”

“[We want] adults who leave their judgments at the door. Judgements are

really felt when you’re a youth.”


We asked young people what the ‘must-‐haves’ are for a youth space:

§ Toilets (separate boys and girls) § Kitchen § A dedicated space for eating (so equipment doesn’t get dirty) § Music (stereo and speakers) § A quiet space § Rides home § Wi-‐Fi § Comfortable places to sit (bean bags/couches) § Basic games – pool, cards, board games § Snacks (just in the weekend) § Water § Food for youth volunteers § Art / decorations on the walls created by young people § House rules § Sign in and sign out process § Information about services available to young people § Non-‐compulsory activities to get to know each other § Planned activities

Where do young people feel welcome in Kaitaia?

§ The pop-‐up youth space § The skate park § McDonald’s

Where do they feel unwelcome? During the pop-‐up space, some young people gave the following feedback on places they feel unwelcome:

§ Te Ahu § The streets § The Warehouse

What makes a space welcoming for a young person?

§ Colourful physical space § Being able to be yourself § Not worrying about making some noise § The presence of non-‐judgmental, friendly adults

“[The streets] where people just stare as

you walk past.”

“[In Te Ahu] the spaces feel cold – the people and the

building.”

“It often feels like you have to pretend to be

someone else.”


What evidence relates to this kaupapa?

A range of investigations and studies exist related to the provision of youth centres in New Zealand, to be considered in context to the findings of the pop-‐up youth space in Kaitaia4.

Idea 2: Youth-‐led initiatives What did we learn? Young people were excited by the prospect of youth-‐led initiatives as they provided something to do. They made a total of 70 votes towards the initiatives they were most interested in from the following list5:

§ Music programme § Start a small enterprise (e.g. in an empty shop) § Community gardens/beehives § Tangata Te Hiku (photo showcase) § Film competitions § Community art § Clean up (streets and beaches)

Most popular were:

Insights

§ We asked young people what their role in a youth-‐led initiative would be -‐ very few young people put themselves forward as leaders.

§ ‘Start a small enterprise’ had the highest number of young people volunteer themselves to lead.

§ Young people mostly indicated they needed resources (money, equipment, space) to assist in the initiative, and mentoring less so as there are mentors already available.

4 http://www.working4youth.co.nz/file-‐download.php?type=pub&id=39 http://www.marlborough.govt.nz/Your-‐Council/Meetings/2014-‐Council-‐Meetings/%7E/media/Files/MDC/Home/Your Council/Order Papers and Minutes/2014/Attachments/Blenheim_Youth_Development_Centre_Feasibility_Study.ashx 5 The suggestions of youth-‐led initiatives came from ideas generated in the co-‐design workshop and suggestions made in the 2013 survey carried out by the Ministry of Social Development.

Start small business (10 votes)

Community art (15 votes)

Music programme (24 votes)

“We have mentors already but no

money.”


Idea 3: Free Wi-‐Fi What did we learn?

Digital technologies are used to socialise, work, play, communicate, learn and explore. In short, they affect every aspect of a young person’s life. To be a 21st century citizen means being digitally literate. Building on every child’s right to an education that develops them to their fullest potential, young people should be enabled to engage with the digital world not just as users and consumers, but also as makers -‐ confident and skilled enough to create websites, apps, games and other materials. Equally they should have the chance to learn about the realities of the digital world, with a grasp of the underlying motivations of actors in digital spaces, and the ability to manage new social norms and their own reputation online (iRights, 2014). While free Wi-‐Fi was an extremely popular idea in the initial co-‐design workshops we ran with young people, the young people who visited, designed and ran the space had mixed views on providing free Wi-‐Fi. Some young people felt Wi-‐Fi wasn’t necessary and would likely promote anti-‐social behavior (people using their phones and not talking to one another). Many of these young people had access to the Internet at home or on their mobile devices and therefore didn’t have a need to use the internet at the youth space. By contrast, some young people told us Wi-‐Fi should be provided for the following reasons:

§ Some young people don’t have Internet or cellular coverage at home. This makes it hard to keep in touch with friends or keep up with the increasing number of homework assignments that require the use of the internet.

§ Mobile data is expensive -‐ very few young people can afford it. § While computers and internet are provided at Te Ahu, some young people don’t always feel

welcome and the hours are limited. § Some young people felt access to the internet was important in finding answers to

problems that are difficult to talk about. Young people use the internet for:

§ Social media § Games § Contacting friends and family § Making friends


§ Doing school work / homework § Listening to music § Watching movies

Improving access to the internet for young people Overall, young people felt free Wi-‐Fi was a necessary component of a youth space. Opportunities to increase young people’s skills in shaping the internet could be explored through partnership with the High Tech Youth Network6 or other such organisations (e.g. hosting workshops on coding or graphic design in the youth space). Outside of the youth space, work could be undertaken with Te Ahu to increase the youth-‐friendliness of their Internet policies, physical space and staff, whilst maintaining the need for young people to be safe online.

6 http://www.hightechyouth.org/#about-‐hty


4. WHERE TO NEXT? SUGGESTED ACTIVITES

Based on our understanding of young people’s wants and needs in Te Hiku, we recommend the following activities:

Idea 1: Run a social challenge to support youth-‐led initiatives To support the development of youth-‐led initiatives, a social challenge could be co-‐ordinated by a local organisation, calling for young people’s ideas on youth-‐led initiatives within the following categories7:

§ Music programme § Community art § A small enterprise/business

A dedicated mentor for each initiative could be identified in the community. How does it work? Young people make submissions and several8 winners are chosen within the three categories. Ideas should be judged and awarded prizes based on the following core criteria, which comprise of what young people have told us throughout this process is most important to them:

o Does it create more things for young people to do? o Does it engage a significant number of young people (more than 30)? o Is it likely to transform adults’ negative perceptions of young people? (e.g. demonstrates or

showcases what young people are capable of, that adults may see as valuable)

7 These categories were voted most popular by young people. 8 This could be adjusted based on the prize amount and amount of funding available

1. Run a social challenge to support youth-‐led initiatives

2. Develop youth leaders and resilience through a 6 month youth space pilot – continuing to learn through action


o Is it youth-‐led? o Does it fit into one of the three categories (music programme; community art; or starting a

small business)? o Will it promote young people’s sense of safety? o Does it avoid the purchase of expensive equipment?

These criteria shape the design of the challenge and subsequently the application, helping young people understand the problems they’re trying to solve. How the problem is addressed is left entirely up to young people. Additional criteria to inform the selection of winner may be:

§ If they require a space: does it utilise otherwise empty or underutilised space? § Does it utilise a public space that is currently unwelcoming to young people? § Does it utilise equipment currently underutilised in the community (e.g. sound equipment in

a local church)? § Does it involve young people who aren’t already participating in other youth leadership

initiatives? § Does it draw on the skills/knowledge of the broader community?

Communication It’s important to give young people:

§ A number ways of finding out about the challenge (e.g. across social media, popular radio stations, announcements at school/course/alternative education and flyers around town), ensuring we reach young people who aren’t well connected to the internet or are out of formal education.

§ Clear messaging around what the challenge is and hopes to achieve for young people. § Support for young people with filling out their applications, including a clear, plain-‐English

application form. § Quick follow-‐up after the close date to announce winners, encouraging young people whose

applications didn’t win prizes to continue with their ideas.9 Winners and prizes

Two winners could be selected from each of the three categories. The winners could be offered a prize of $2,000 to begin their initiative. We imagine young people would have the freedom to decide how their funds would be spent with some accountability measures in place (e.g. a requirement to share photos on the intiative in action via social media).

9 For examples, see: http://globalchallenge.mit.edu/about/ideas-‐competition http://www.nesta.org.uk/news/communities-‐set-‐get-‐hyperlocal-‐%C2%A324m-‐fund-‐allocated http://iie.smu.edu.sg/youth-‐innovation-‐challenge https://www.nesta.org.uk/sites/default/files/social_challenge_prizes.pdf


Costing

For one competition round, the selection of 20 winners for a $2,000 prize we estimate a cost of $40,000. This excludes the cost of support from an organisation and makes the assumption the challenge could be co-‐ordinated through an organisation's existing remit. One organisation does not need to both fund the competition winners and coordinate the competition. Funding may come from one or several different partners.

Idea 2: Develop youth leadership and resilience through a 6 month youth space pilot -‐ continuing to learn by doing

Young people and the broader community remain drawn to the idea of having a youth space. They are excited and hopeful of its potential to bring about positive change for young people.

While the temporary youth space allowed us to gather feedback on what young people like, dislike, want and need in a youth space, it didn’t allow us to understand what would happen if a youth space were to exist for a longer period of time (e.g. whether negative behaviours between young people would occur or whether sufficient financial support is available to sustain a youth space).

These questions need to be answered in a way that:

§ Continues to be led by young people -‐ the involvement of young people in running individual

activities and the youth centre can be an important contribution to their development of autonomy and self-‐esteem. The balance between adult facilitation (not adult control) and youth control is both delicate and important (Ministry of Youth Development, 2010).

§ Keeps the learning of what does/doesn’t work with young people and the broader community.

§ Takes into account the feedback we’ve already collected from young people around what they want (and don’t want) in a youth space.

§ Is aware of and connected to leaders in the New Zealand youth centre space (e.g. ZEAL). § Is evaluated by young people with the support of adults on an ongoing basis, encouraging

young people to be critical of their experiences and ideas. § Continues to take an experimental mindset, avoiding:

§ the creation of a new building -‐ focussing on utilising neutral spaces that already exist

§ investment in a costly fit-‐out or significant construction -‐ favouring low-‐cost decoration, upcycling of existing materials and loan of equipment/furniture.

While it is of value to explore a youth space, it is also important to think about how other spaces in the Kaitaia community could enhance their youth friendliness. One space is unlikely to meet the needs of all young people who live in Kaitaia.


How does it work? Young people thought it would be important to:

§ record the successes and failures § start small and learn as they go § have a few young people (out of school) to lead the youth space § be supported by a broader group of young people who could contribute their time and ideas § acknowledge the skills and talents of people who contribute § have Dougal and Carolyn Stott support the youth space.

We recognise there are a number of difficult conversations and situations those running the space will encounter and need to understand how to deal with. For example, what if...

§ a young person can’t go home, or shares a story of abuse? § a young person shares an intention to end their life? § a particular peer group ‘captures’ the space? § a truancy officer, police officer, teacher or parent is looking for a young person?

Resourcing

For young people to continue to own and be responsible for their space, it is important there is a core group of young people who support the running and ongoing evaluation of it. Several young people could be engaged on a paid basis, supported by Carolyn and Dougal Stott. They would also receive support from the broader young people who have already been involved thus in the co-‐design process. It’s important to remember young people didn’t want traditional youth workers in their space (aside from Carolyn and Dougal who they feel comfortable with). Young people in youth centres need support from adults, who can be important role models. It is helpful for a youth centre to have both male and female staff and volunteers, and staff that reflect the ethnic and language diversity of their community (Mercier at al, 2000).

Costing

$57,68010 for 6 months. We’ve assumed the need to have two full-‐time equivalents -‐ one entry-‐level and one senior role. These roles do not have to be taken by two individuals but could be shared among several people.

10 Detailed cost breakdown: full-‐time salary entry level role ($31,200 per annum) + 50% overheads = $46,800 full-‐time salary senior level role ($45,760 per annum) + 50% overheads = $68,560 the total cost is halved for the six month trial.


Hours of operation Monday: 4pm – 7pm Tuesday: 4pm – 7pm Wednesday: 4pm – 7pm Thursday: 4pm – 7pm Friday: 4pm – 9pm Saturday: 2pm – 9pm Sunday: 12pm – 7pm

The opening hours of the youth space over school holidays will need to be considered.

Suggested evaluation approach

From the initial workshops we held with young people, survey analysis and insights from the prototyping process, we understand it’s important for ideas to address the following criteria:

§ Improve adults’ negative perceptions of young people (felt by young people) § Increase young people’s feeling of safety § Provide young people with things to do and places to go § Promote positive behaviour among young people § Be led by young people and supported by adults

It’s important that evaluation of the leading ideas measures young people’s experiences of the criteria above. We recommend doing this through:

§ A benchmark survey § A repeat of the same survey, in the last month of the youth space § The same survey again, repeated 12 months after the initial survey

If required, we’re happy to provide support around the design and delivery of the survey. Possible timetable of activities

October 2015 Carry out initial benchmark survey with young people

November 2015 Open the youth space on a 6 month trial basis Run the social challenge, select winners and assign prizes on a 12 month basis

April 2016 Deliver a second survey (identical to the first), analyse results and determine directions forward for the youth space. It’s important this is delivered while the youth space is open to assess the impact it has had.

October 2016 Deliver a third survey (also identical to the first), analyse results and determine directions forward for the funding of youth-‐led initiatives.


APPENDIX 1: VOTES FOR YOUTH-‐LED INITIATIVES

Initiative

Votes

Support young people thought they’d need

Leaders

Supporters

Music programme

24

Resources (12) Mentoring (9)

6

18

Community art

15


1

14

Start a small enterprise e.g. in an empty shop

9


6

3

Clean up (streets and beaches)

6


0

6

Film competitions

5


3

2

Tangata Te Hiku (photo showcase)

3 Resources (2) Mentoring (1)

0 3

Community gardens/beehives

3 Resources (1) Mentoring (3)

1 2

APPENDIX 2: SURVEY FINDINGS

moving*towards* youngpeople* thrivingintehiku* · trust,!2014).! programming! of! agefappropriate...

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movingtowards youngpeople* thrivingintehiku* · trust,!2014).! programming! of! agefappropriate...