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PATHWAYS TO RESILIENCE

FOR VULNERABLE YOUTHwhaia to huanui

kia toa

OVERVIEW OF THE PATHWAYS STUDY

THE RESEARCH QUESTIONS

THE METHODS

WHO WERE THE YOUNG PEOPLE?

SERVICES FACILITATE RESILIENCE

KEY LESSONS FOR SERVICES

THE ROLE OF SCHOOLS IN POSITIVE OUTCOMES

THE PARTH MODEL

CONTACT

DOCUMENTS PRODUCED

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With grateful thanks to The Ministry of Business, Innovation and Employment, who funded this research and to the Resilience Research Centre

at Dalhousie University for the foundation ideas and methodologies.

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The purpose of the Pathways to Resilience research was to understand the role of service systems in mitigating the effects of adversity and in maximising the potential of good outcomes for youth with complex needs. It examined the service experiences of youth involved in more than one service system, the role which other supports and resources played in their lives and the links between these and a range of outcomes. The research is youth focused – that is it emphasises youth understandings of their experiences. It uses an ecological definition of resilience and examines risks at both the individual and contextual levels.

THE RESEARCH SOUGHT TO ANSWER FIVE KEY QUESTIONS:1. What key personal and ecological factors precipitate children and young people’s entry into multiple service systems?2. When services are provided in particular ways does this make a difference to functional outcomes?3. What key personal and ecological factors facilitate functional outcomes?4. How do high-risk children and young people construct healthy and resilient identities as they negotiate for resources with families/

whänau and services?5. What impact does collaboration between families/whänau and professionals play in effective service provision?

OVERVIEW OF THE PATHWAYS STUDY

THE RESEARCH QUESTIONS

CONCEPTUAL DEVELOPMENT

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Multiple service using youth (MSU) reported very different lives to CG youth. The data suggests an enduring accumulation of disadvantage, stress and distress across all key domains of MSU youth lives that is likely to translate into reduced life chances and poorer outcomes for these youth. For example, MSU youth were less likely to live with their parents and were more likely to live in larger households. MSU youth were less likely to have a sustained and enduring relationship with a caregiving figure that was positive; they were less likely to have experienced closeness and attachment with caregivers.

MSU youth were more likely to become involved in intimate relationships with peers at younger ages than were CG youth. This could indicate efforts by MSU youth to find nurturing positive relationships that were emotionally sustaining. Sometimes youth tried to reduce their contact with anti-social peers in order to reduce their overall risk levels. However, this

WHO WERE THE YOUNG PEOPLE? YOUTHSAY

RESILIENCE AND COMPLEXITY THEORY

PEER PARADOX

THE HUMAN FACE OF VULNERABILITY

NEGOTIATING AND CONSTRUCTING IDENTITY

POSITIVE YOUTH DEVELOPMENT AS A PATHWAY TO BETTER OUTCOMES

CHANGES OF CIRCUMSTANCES

WELLBEING CONCERNS

BEHAVIOUR TELLS A STORY

FAMILY / WHANAU RELATIONSHIPS

FAMILY / WHANAU PATTERNS

YOUNG PEOPLE’S BEHAVIOURS

TURNING POINTS

THE PERSON MOST KNOWLEDGEABLE

strategy created mental health risks, as it increased their social isolation and therefore they simply exchanged one set of risks for another. To be an effective risk reduction strategy they needed support to find new pro-social peer relationships or intensely supportive relationships with positive adults. Finding functional, safe and supportive relationships was a challenge faced by MSU youth but not by CG youth.

MSU youth were exposed to more risks in their families, neighbourhoods, schools and in their own behaviours than CG youth. MSU youth were less likely to be attending school, to achieve school qualifications and to report a sense of belonging at school.

Neither school nor home consistently provided a safe, nurturing space for MSU youth. Most stopped attending school before year 11 yet they retained a desire to achieve educationally.

MSU youth reported lower resilience and higher risks than CG youth. Within the MSU group, Pākehā youth reported lower levels of risks but also lower functional outcomes (such as prosociality, positive peer relationships and future aspirations) than other youth. Māori youth reported higher risks, higher resilience and better outcomes than Pākehā youth. While Pacific youth reported lower risks, higher resilience and the highest outcomes of all youth. Culturally-anchored resilience processes appeared to bring some benefits for Māori and Pacific MSU youth. These culturally-anchored patterns have implications for service providers. For instance, greater impact on outcomes for Māori youth may be achieved by focusing on risk while for Pākehā youth a focus on relational resilience processes may make the greatest impact.

MSU youth experiences suggest a pattern of accelerated transitions to adulthood and compressed childhoods. MSU youth missed out on many facets of childhood that are important in terms of healthy development and they also had to shoulder adult responsibilities early. These types of experiences made it difficult for them to participate and achieve in important domains such as education. They were exposed to large amounts of risk, trauma and abuse which they often needed to cope with alone, and their coping skills such as high levels of substance use, self harm, running away, reflected this.

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The research programme has four linked components:1. A survey of Multiple Service Using (MSU) and Comparison Group (CG) youth aged

between 12 and 17 years; 2. A survey of adults nominated by MSU youth as knowing the most about them (PMK -

person most knowledgeable);3. Qualitative interviews with a subsample of MSU youth and their PMK;4. Reviews of case files held by a range of organisations that worked with the

subsample of MSU youth.

1477(605MSU and 872CG) youth were recruited from community organisations and schools. All youth completed a questionnaire (PRYM) that captured demographic information, lifetime service use patterns and satisfaction with services, access to community supports and resources, relationships with family and friends, school engagement and academic achievements as well as a range of subscales that measured risk-taking behaviours, pro-social behaviour, risk of depression, risk of conduct problems, peer problems, perception of community risk and resilience (CYRM-28); an ecological measure covering individual, relational and contextual dimensions. Interviews were also completed with PMK nominated by MSU youth.A subset of 109 MSU youth were selected for this phase based on their risk and resilience scores so that youth

METHODOLOGICAL OVERVIEWTHE METHODS

RETHINKING LATE AND LOST TO FOLLOWUP

MEASURING FEELINGS ABOUT THE FUTURE

FINDING THE RIGHT TIME

SHOW SOME EMOTION

INTRODUCTION TO FILE REVIEW ANALYSIS

THE SURVEY PHASE

RESEARCH RESILIENCE

INVOLVEMENT WITH PATHWAYS AND TRANSITIONS STUDIES VIDEO

THE QUALITATIVE PHASE

facing the highest levels of risk and with the highest and lowest levels of ecological support around them were invited into this phase. Semi-structured interviews with youth and PMK were completed that examined young people’s experiences of family, school, community, services and informal supports and resources, relationships, risks and harm, understanding of health and wellbeing and what was most helpful in supporting positive change. With the young person’s permission, case file reviews were completed with up to 4 services identified by the young person. File reviews provided information about the service pathways of youth including why the service became involved, assessment and investigation processes, decision making, interventions completed, referral and case closure. Key issues in each case file overall were also identified, such as background factors related to referrals and need.

The quality of interactions practitioners have with youth matter more to outcomes than the numbers of interventions. High quality relationships build resilience and this

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The research programme has four linked components:1. A survey of Multiple Service Using (MSU) and Comparison

Group (CG) youth aged between 12 and 17 years; 2. A survey of adults nominated by MSU youth as knowing the

most about them (PMK - person most knowledgeable);3. Qualitative interviews with a subsample of MSU youth and

their PMK;4. Reviews of case files held by a range of organisations that

worked with the subsample of MSU youth.

1477(605MSU and 872CG) youth were recruited from community organisations and schools. All youth completed a questionnaire (PRYM) that captured demographic information, lifetime service use patterns and satisfaction with services, access to community supports and resources, relationships with family and friends,

SERVICES FACILITATE RESILIENCE LEADING TO POSITIVE OUTCOMES

MAKING SENSE AND TAKING CONTROL


CULTURE AS A RESILIENCE RESOURCE

THE PEER PARADOX

WELLBEING AND ACCOUNTABILITY


STABILITY AND RELATIONSHIPS


CONSISTENT SERVICE QUALITY

YOUNG PERSON'S VOICE

MAKING A CLAIM FOR SERVICES

SOCIAL SERVICE PRACTICE

THIS IS NOT A STORY THIS IS MY LIFE

COPING AND SERVICE ENGAGEMENT

POSITIVE YOUTH DEVELOPMENT PRACTICES BUILD RESILIENCE

EFFECTIVE SOCIAL WORK IN MENTAL HEALTH

UNDERSTANDING SERVICE ENGAGEMENT


school engagement and academic achievements as well as a range of subscales that measured risk-taking behaviours, pro-social behaviour, risk of depression, risk of conduct problems, peer problems, perception of community risk and resilience (CYRM-28); an ecological measure covering individual, relational and contextual dimensions. Interviews were also completed with PMK nominated by MSU youth.A subset of 109 MSU youth were selected for this phase based on their risk and resilience scores so that youth facing the highest levels of risk and with the highest and lowest levels of ecological support around them were invited into this phase. Semi-structured interviews with youth and PMK were completed that examined young people’s experiences of family, school, community, services and informal supports and resources, relationships, risks and harm, understanding of health and wellbeing and what was most helpful in supporting positive change. With the young person’s permission, case file reviews were completed with up to 4 services identified by the young person. File reviews provided information about the service pathways of youth including why the service became involved, assessment and investigation processes, decision making, interventions completed, referral and case closure. Key issues in each case file overall were also identified, such as background factors related to referrals and need.

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The quality of interactions practitioners have with youth matter more to outcomes than the numbers of interventions. High quality relationships build resilience and this produces better outcomes. Relational practices with characteristics such as genuine warmth, kindness and positive regard build capacity in young people. The more services that work in these ways with youth the better the outcomes are.

Specific practices that are important:• Youth are given clear information about services

and interventions• Encourage youth decision-making and meaningful involvement

that help build agency,• Services and interventions are relevant and demonstrate

understanding of the challenges youth face, • Identify and build on positive resources and relationships in

youth lives, • Respect youth culture and meaning systems and incorporate

cultural practices into interventions,• Allow sufficient time to build relationships, • Avoid episodic responses to crises that are embedded in longer-

term chronic issues,• Create opportunities that support the development of positive

identities,• Introduce safe adults who make an ongoing commitment to the

young person,• Interventions respond to practical and emotional needs• Build positive relationships with other practitioners while

KEY LESSONS FOR SERVICES








THE PEER PARADOX




YOUNG PERSON'S VOICE


NAVIGATING THE EDUCATION SYSTEM

BEHAVIOUR TELLS A STORY

CHANGES OF CIRCUMSTANCES

WELLBEING CONCERNS

SOCIAL SERVICE PRACTICE

YOUNG PEOPLE’S BEHAVIOURS

TURNING POINTS

THE PERSON MOST KNOWLEDGEABLE

PATTERNS OF SERVICE USE

CONSISTENCY IN SERVICE PROVISION


FAMILY / WHANAU PATTERNS

FAMILY / WHANAU RELATIONSHIPS

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CHALLENGES

SUPPORT

IMPROVE

BELIEF

FEELINGS

THE ROLE OF SCHOOLS IN POSITIVE OUTCOMES

maintaining focus on needs of young person.• Ecological approaches work well with this group of youth who bring a complex mix of challenges and needs and who

have often experienced a lot of instability and trauma.• All the adults involved with vulnerable youth work together and support each other to work constructively with youth.

This includes, parents, foster parents, support workers, teachers, youth workers and social workers.• In terms of youth justice, responses that address the wellbeing needs of youth alongside accountability issues appear

to assist with desistance.

FOSTERING BELONGING AT SCHOOL

TEACHER PRACTICES THAT BOLSTER RESILIENCE

HOW SCHOOLS CAN MEDIATE RISKS

STAYING ON-TRACK WITH EDUCATION




NAVIGATING THE EDUCATION SYSTEM

ENGAGEMENT WITH EDUCATION

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THE PARTH MODEL – A MODEL OF EFFECTIVE PRACTICE WITH MULTI-SYSTEM YOUTH

Youth who come to services with high and complex risks:IndividualContextual Chronic Acute

And receive services that adopt PARTH practices:P = PERSEVERANCE and persistence understanding how risk, context and resilience shape youth behaviours, focus on youth, commit to staying the distance and support youth to realise their aspirations.A = ADAPTABILITY look for alternatives, change your interactions, reflect on what you are doing that works, and what doesn’t, and change what doesn’t. Adapt practice to enable youth test out new skills and support them to remain engaged in interventionsR = RELATIONSHIPS relational practice, focus on building relationship with youth, demonstrate caring and value. Affirm youth strengths and coping strategies.T = TIME qualities and quantity, length of interventions will vary depending on youth need, looking for critical or teachable moments. Take time to plan for positive encounters with youth and time to reflect on own practice.H = HONESTY does what they say they will do, honest about limitations to what can do, keeps youth informed.

Increase their resilience:IndividualRelationalContextual

In combination, these services and enhanced resilience build the capacity of these youth to be: CompetentConfidentConnectedCharacterCaringand Contributingmembers of society

THIS IS NOT A STORY THIS IS MY LIFE

THE PEER PARADOX

THE HUMAN FACE OF VULNERABILITY

BEHAVIOUR TELLS A STORY VIDEO

FOSTERING BELONGING AT SCHOOL

COPING AND SERVICE ENGAGEMENT




YOUTH COURT VIDEO



CYF & TANCS VIDEO



STAYING ON-TRACK WITH EDUCATION




KYS VIDEO

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9

3

4

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UNDER REVIEWBoden, J., Sanders, J. & Boden, J. The same but different?

Applicability of a general development model to vulnerable youth. Youth and Society.

Sanders, J. & Munford, R. Fostering a sense of belonging at school: Using PARTH practices to enhance resilience resources of vulnerable youth at school. School Psychology International.

Theron, L., Liebenberg, L., Sanders, J. & Munford, R. Bolstering resilience through teacher-student interaction: Lessons for school psychologists. School Psychology International.

Munford, R. & Sanders, Vulnerable Youth Talk about their Experiences: ‘This is not a Story, this is my Life’. Youth and Society.

Sanders, J., Munford, R., & Liebenberg, L. Schools as mediators of the impact risks have on student capacities to do well. Cambridge Journal of Education.

Sanders, J., Munford, R. & Thimasarn-Anwar, T. Staying on-track despite the odds: Factors that assist young people facing adversity to continue with their education. British Journal of Educational Research.

Ungar, M., Liebenberg, L., …. Munford, R. & Sanders, J. Patterns of Individual Coping, Engagement with Social Supports, and Use of Formal Services Among a Five-country Sample of Resilient Youth. Children and Youth Services Review.

DOCUMENTS PRODUCED

PUBLISHED Sanders, J., Munford, R. Thimasarn-Anwar, T., Liebenberg, L. &

Ungar M. (forthcoming). The role of positive youth development practices in building resilience and enhancing wellbeing for at-risk youth. Child Abuse and Neglect.

Munford, R. and Sanders, J. (2015). Components of Effective Social Work Practice in Mental Health for Young People who are Users of Multiple Services. Social Work in Mental Health , 13:5, 415-438, doi: 10.1080/15332985.2014.959239.

Munford, R. and Sanders, J. (forthcoming). Understanding Service Engagement: Young People’s Experience of Service Use. Journal of Social Work.

Munford, R. and Sanders, J. (2014). Negotiating and Constructing Identity: Social Work with Young People who Experience Adversity. British Journal of Social Work, 45 (5): 1564-1580.

Munford, R. and Sanders, J. (2015). Making Sense of their Experiences and Taking Control. Qualitative Social Work, Advance Access: Doi: 10.1177/1473325014565149.

Sanders, J. and Munford, R. (2014). Youth-centred Practice: Positive Youth Development Practices and Pathways to Better Outcomes for Vulnerable Youth. Children and Youth Services Review, 10.1016/j.childyouth.2014.08.020

Sanders, J. & Munford, R. (2014). The Interaction between Culture, Resilience, Risks and Outcomes: A New Zealand study. In Theron, L., Ungar, M. & Liebenberg, L. (Eds.) Youth Resilience and Culture - Commonalities and Complexities. USA, Springer.

Sanders, J., Munford, R., Liebenberg, L. and Ungar, M. (2014). Peer Paradox: The Tensions that Peer Relationships Raise for Vulnerable Youth. Child and Family Social Work, doi: 10.1111/cfs.12188.

Henry, S., Henaghan, M., Sanders, J. and Munford, R. (2015). Youth in Youth Justice Interventions: Wellbeing and Accountability. Youth Justice, Advance Access: Doi: 10.1177/1473225414562636.

Liebenberg, L., Sanders, J., Munford, R. and Thimasarn-Anwar, T. (2014). Validation of the Hektner Future Emotions Questions as a Scale for Use with Youth in New Zealand. Child Indicators Research. DOI 10.1007/s12187-014-9269-z.

Stevens, K., Munford, R., Sanders, J., Liebenberg, L. and Ungar, M. (2014). Change, Relationships and Implications for Practice: The Experiences of Young People who use Multiple Services. International Journal of Child, Youth and Family Studies, 5 (3): 447-465.

Urry, Y., Sanders, J. and Munford, R. (2014). The ‘right time’: negotiating the timing of interviews with vulnerable young people. Journal of Youth Studies. DOI:10.1080/13676261.2014.944120.

Sanders, J., Munford, R., Liebenberg, L. & Ungar, M. (2013). Multiple service use: The impact of consistency in service quality for vulnerable youth. Child Abuse and Neglect, 38(4), 687-697.

Thimasarn-Anwar, T., Sanders, J. & Munford, R., Jones, G. & Liebenberg, L. (2014). Rethinking late and lost to follow-up participants: The Youth Transitions Study. Journal of Youth Studies, 17(5), 626-641.

Sanders, J., Munford, R., Liebenberg, L. & Henaghan, M. (2014). Show some emotion? Emotional dilemmas in undertaking research with vulnerable youth. Field Methods, DOI: 10.1177/1525822X13516842

TECHNICAL REPORTSAinsworth, K., Sanders, J., Munford, R. and Stevens, K. (2014).

Review and Analysis of Case File Summaries: Report on Young People’s Voice: Technical Report 11. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand

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Dewhurst, K., Munford R. and Sanders, J. (2014). Making a Claim for Services: Technical Report 7. The Pathways to Resilience Research Project (New Zealand), Massey University

Dewhurst, K., Munford R. and Sanders, J. (2014). Navigating the Education System: Technical Report 8. The Pathways to Resilience Research Project (New Zealand), Massey University.

Dewhurst, K., Munford, R and Sanders, J. (2014). Young People’s Behaviour Tells a Story: Technical Report 10. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand

Dewhurst, K., Munford, R and Sanders, J. (2014). Young People’s Family/Whanau Relationships: Technical Report 19. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand

Stevens, K., Munford, R., Sanders, J. and Urry, Y. (2014). Review and Analysis of Case File Summaries: Report on Family/Whanau Patterns: Technical Report 9. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand.

Stevens, K., Munford, R. and Sanders, J. (2014). Review and Analysis of Case File Summaries: Report on Changes of Circumstances: Technical Report 12. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand.

Stevens, K., Munford, R. and Sanders, J. (2014). Review and Analysis of Case File Summaries: Report on Engagement with Education: Technical Report 13. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand

Stevens, K., Munford, R., Sanders, J., Urry, Y. and Thompson, C. (2014). Review and Analysis of Case File Summaries: Report on Wellbeing Concerns: Technical Report 14. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand

Stevens, K., Sanders, J. and Munford, R. (2014). Review and Analysis of Case File Summaries: Introduction to File Reviews: Technical Report 15. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand.

Stevens, K., Sanders, J. and Munford, R. (2014). Review and Analysis of Case File Summaries: Report on Social Service Practice: Technical Report 17. The Pathways to Resilience Project. Massey University: New Zealand.

Urry, Y., Sanders, J., Munford, R., Ainsworth, K. and Stevens, K. (2014). Review and Analysis of Case File Summaries: Report on Young People’s Behaviours: Technical Report 16. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand

Urry, Y., Sanders, J., Munford, R. and Dewhurst, K. (2014). Turning Points in the Lives of Vulnerable Young People: Technical Report 18. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand.

Sanders, J., Munford, R. and Liebenberg, L. (2013). Youth and the ‘Person Most Knowledgeable’ – What Trusted Others Know about Vulnerable Youth: Technical Report 6. The Pathways to Resilience Research Project (New Zealand). Massey University, New Zealand.

Munford, R., Sanders, J., Thimasarn-Anwar, T., Liebenberg, L., Ungar, M., Osborne, A-M., Dewhurst, K., Youthline New Zealand, Henaghan, M., Mirfin-Veitch, B., Tikao, K., Aberdein, J., Stevens, K. & Urry, Y. (2013). Conceptual Development of the Pathways to Resilience Study. Palmerston North: Massey University.

Sanders, J., Munford, R., Thimasarn-Anwar, T., Liebenberg, L., Ungar, M., Osborne, A-M., Dewhurst, K., Youthline New Zealand, Henaghan, M., Mirfin-Veitch, B., Tikao, K., Aberdein, J., Stevens, K. & Urry, Y. (2013). Methodological Overview - The Pathways to Resilience Study. Palmerston North: Massey University

Sanders, J., Munford, R., Thimasarn-Anwar, T., Liebenberg, L., Ungar, M., Osborne, A-M., Dewhurst, K., Youthline New Zealand, Henaghan, M., Mirfin-Veitch, B., Tikao, K., Aberdein, J., Stevens, K. & Urry, Y. (2013). The Human Face of Vulnerability. Palmerston North: Massey University.

Munford, R., Sanders, J., Thimasarn-Anwar, T., Liebenberg, L., Ungar, M., Osborne, A-M., Dewhurst, K., Youthline New Zealand, Henaghan, M., Mirfin-Veitch, B., Tikao, K., Aberdein, J., Stevens, K. & Urry, Y. (2013). Patterns of Service Use, Risk, Resilience and Outcomes. Palmerston North: Massey University.

Sanders, J., Munford, R., Thimasarn-Anwar, T., Liebenberg, L., Ungar, M., Osborne, A-M., Dewhurst, K., Youthline New Zealand, Henaghan, M., Mirfin-Veitch, B., Tikao, K., Aberdein, J., Stevens, K. & Urry, Y. (2013). The Impact of Consistent Service Quality on Outcomes and Opportunities for Vulnerable Youth. Palmerston North: Massey University.

DOCUMENTS PRODUCED

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We thank The Ministry of Business, Innovation and Employment for funding this research programme. We also gratefully thank all the young people and their supporters who participated in the research. The following organisations made contributions to the research at various points: The Resilience Research Center in Canada, The Donald Beasley Institute, The Victoria University Research Trust and its staff, Youthline Auckland, Kapiti Youth Support. The Otago Wellness Trust, The YMCA, START- The Palmerston North Youth Transitions Service, The Highbury Whanau Centre and YOSS Palmerston North also provided much valued assistance with recruiting and interviewing youth.

CREDITS

Pathways to ResilienceSchool of Social WorkSocial Sciences Tower 7.14Massey UniversityPrivate Bag 11 222Palmerston North 4442

CONTACT

[email protected]@massey.ac.nz

overview of the pathways study the research ... - youth … · youth and pmk were completed that...

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