OTHER+Young+people+and+issues+of+concern

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The transition from childhood to young adulthood can be both exciting and confusing.The exciting stuff includes the events and competitions for Young People on the Events of Interest page.

The confusing stuff is covered in this section and includes many of the issues that may affect young people during this time, such as social and survival skills and physical and mental health.

This section includes information and resources regarding:


 * * Youth Engagement || * Alcohol and Other Drugs || * Financial Issues and Debt ||
 * * Links to general Youth Services, Resources and networks || * Homelessness || * Career ||
 * * Mental Health Issues (Depression, Body Image Issues, Aggression towards women etc) ||  ||

= Preventing Youth Disengagement and Promoting Engagement = **Something to think about:** Can promoting and practising civic participation in a whole-of-school approach AND civic participation through Advance bring students up to a level of engagement where they identify and connect with their learning, and feel that their school identifies and connects with their concerns?

SCHOOL DISENGAGEMENT
Source: Burns, Dr Jane; Collin, Philippa; Blanchard, Michelle; De-Freitas, Natasha & Lloyd, Sian (2008) Preventing Youth Disengagement and Promoting Engagement, Australian Research Alliance for Children & Youth, Perth, Australia (link to full study report below)

Studies report that young people’s perspectives on engagement with school range from merely ‘showing up’ through to the extent to which young people identify and connect with their learning.

Studies report the perspectives of young people who have ‘left school’ as either rejecting or feeling rejected by, the education system.

The following common themes that promote school engagement are related to Advance’s philosophy of enabling REAL student participation through giving students increased ownership over the Advance Program in your school, and the support and guidance to enable them to do so.

//**Common themes that promote school engagement include: **//
 * * **School structures:** School and class sizes, and different internal structures such as pastoral care, formal opportunities for decision-making and flexibility can help to foster positive and supportive relationships || * **Peer/social relationships:** Schools need to both support and maintain positive relationships between young people and their peers ||
 * * **School curriculum:** Teaching and learning methods which foster cooperative and independent learning, interaction with peers and teachers, hands-on applications, choices between and within subjects, shared input to curriculum implementation, and opportunities for authentic and progressive assessment || * **Social structures:** It is important to recognise the broad, complex and multi-dimensional nature of young people’s lives. School engagement does not occur in isolation from health, justice and welfare systems or social, political and cultural context ||
 * * **School ethos (or atmosphere):** Overarching school ethos or 'atmosphere,' and the way in which this positive ethos is maintained is an important contributor to engagement || * **School facilities and resources:** Attractive and appropriate facilities, toilets, internet access, adequate teacher numbers demonstrates to young people that they are value. ||
 * * **School/teacher relationships:** Positive relationships between young people and individual teachers, which are respectful, non-judgemental and involve shared decision making are important in fostering engagement ||  ||

What does this mean for Advance?
<span style="font-family: Arial,Helvetica,sans-serif;">The goal, over the lifecycle of the Advance program, is to give participating Advance students increasingly MORE control/ownership of the program thus gradually receding from planning FOR them.

<span style="font-family: Arial,Helvetica,sans-serif;">Giving students increasing control/ownership over the program means to allow them MORE involvement in decision making and problem solving; allow them MORE room and direction for self organisation and autonomous (self-directed) action and MORE freedom to find their feet through the challenge to engage in group work and with the community.

<span style="font-family: Arial,Helvetica,sans-serif;">Having strategies/supports in place to address the needs of vulnerable group members to ensure that they are able to participate and engage in the program is also an important point to think about – group participation and being given such autonomy can be intimidating and uncertain enough without the added life stressors and instabilities that vulnerable children need to manage. Don’t ignore these, they are real inhibitors to the students progress and to a holistic program outcome encompassing all students participation.

<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">How?
//<span style="font-family: Arial,Helvetica,sans-serif;">Source: Burns et al, 2008:55 //
 * * <span style="font-family: Arial,Helvetica,sans-serif;">being responsive to young people's needs, while acknowledging that young people as a group are not homogenous and that their needs are often multidimensional and diverse || * <span style="font-family: Arial,Helvetica,sans-serif;">relating to young people as individuals, in a way that is respectful and non-judgemental ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">providing opportunities and support for young people to be involved in decision making both within the school environment and more broadly || * <span style="font-family: Arial,Helvetica,sans-serif;">maintaining flexibility, both in terms of the nature and delivery of learning, as well as in responding to young people’s needs on an individual basis – this is particularly relevant for young people with a learning or intellectual disability. ||

<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">CIVIC PARTICIPATION
<span style="font-family: Arial,Helvetica,sans-serif;">Source: Burns et al, 2008:56

<span style="font-family: Arial,Helvetica,sans-serif;">'Civic engagement' refers to activities undertaken by individuals in the interest of the public good. These actions may be based in volunteering, activism, institutional politics or cultural acts.

<span style="font-family: Arial,Helvetica,sans-serif;">Research suggests that young people have increasingly retreated from traditional forms of political and community participation. However, there is also conflicting evidence that young people are interested in political issues and are engaging with civic life in new ways. In addition to limited and conflicting evidence, much of the literature treats Australian young people as a homogenous group.

<span style="font-family: Arial,Helvetica,sans-serif;">There is little information about the impact of diversity on participation and the few existing reports acknowledge that more research is needed to understand how cultural and ethnic background, socio-economic status, disability and other life experiences such as being a carer or living in care has on participation.

<span style="font-family: Arial,Helvetica,sans-serif;">In the absence of any comprehensive research into all forms of civic engagement, this summary draws on a recent literature review on young people’s participation in democracy and the following Australian studies that explore different forms of civic engagement: volunteering and community participation; political participation; and, voting.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Key themes suggest that youth civic engagement can be promoted by: **
 * * <span style="font-family: Arial,Helvetica,sans-serif;">Supporting young people’s participation in social movement activities || * <span style="font-family: Arial,Helvetica,sans-serif;">Promoting more democratic processes and structures within schools || * <span style="font-family: Arial,Helvetica,sans-serif;">Formalising participation policies that ensure that young people are included in decision making processes within government and non-government organisations ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">Endorsing voluntary community service programs (but not compulsory ones) || * <span style="font-family: Arial,Helvetica,sans-serif;">Utilising online spaces in which young people can interact and organise autonomously || * <span style="font-family: Arial,Helvetica,sans-serif;">Linking participation opportunities to existing youth-serving or interest groups - particularly effective for young people from CaLD and refugee backgrounds ||

= General Youth Services, Resources & Networks =

The Youth Affairs Council of Victoria is the peak body and leading advocate group on young people’s issues in Victoria. It provides youth affairs policy advice and commentary.

The Centre for Multicultural Youth aims to enhance life opportunities for young people from culturally and linguistically diverse backgrounds. It also provides policy advice and commentary on issues affecting migrant and refugee young people.

The Victorian Youth Mentoring Alliance supports the successful implementation of high quality mentoring practices in regional and urban communities. The Alliance supports youth mentoring through advocacy, the sharing of good practice, enhancing communication networks and promoting youth mentoring.

= Youth Central =

<span style="font-family: Arial,Helvetica,sans-serif;">//Youth Central// offers a range of information and advice on issues like jobs, study, travel, money and events in your local area - wherever you live in Victoria - whilst offering opportunities for you to participate. <span style="font-family: Arial,Helvetica,sans-serif;">On this site you'll find: []
 * * <span style="font-family: Arial,Helvetica,sans-serif;">Details about jobs and employment programs || * <span style="font-family: Arial,Helvetica,sans-serif;">Links to services and resources in your local area ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">Information about studying and training opportunities || * <span style="font-family: Arial,Helvetica,sans-serif;">Competitions and downloads ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">Interview techniques, career profiles & resume templates ||  ||

= Mental Health = Source: []

Mental health refers to someone's emotional and social wellbeing. With good mental health we manage the normal ups and downs of life but if our mental health declines it can affect our feelings, thoughts and actions. Sometimes these changes in our mental health can also affect how we do our day to day activities, such as school, work and relationships.

Feeling down, tense, angry or anxious are all normal emotions, but when these feelings persist for long periods of time, or if they begin to interfere with daily life, they may become mental health problems.

Most mental health problems are not very severe or long-lasting. However, it is important to get support from your friends and family, and to ask for help early, for example by visiting your local doctor (general practitioner - GP) or your local headspace centre.

Information on Mental Illness
The below links endorsed by the Department of Health.

Source: []

Descriptions of the general symptoms, causes and treatments of mental health conditions. These "Information on Mental Illness" brochures were developed as part of the National Mental Health Strategy - A Commonwealth/State Initiative and are available from the Commonwealth Department of Health and Ageing.

The brochures are available in web page or pdf formats for downloading. The links below will take you to the Commonwealth Department of Health and Ageing.
 * * [|What is mental illness?] || * [|What is an eating disorder?] ||
 * * [|What is anxiety disorder?] || * [|What is a personality disorder?] ||
 * * [|What is bipolar mood disorder?] || * [|What is schizophrenia?] ||
 * * [|What is depressive disorder?] ||  ||

Headspace: Australian National Youth Mental Health Foundation
// Mental Health support for youth 12-25, their families and other people who care for them. First stop visit headspace.org.au //

Source: Druginfo Newsletter, September 2008, http://www.druginfo.adf.org.au/newsletter.asp?ContentID=headspace. Author: Karalee Evans, Media and Marketing Coordinator, headspace, Victoria

Headspace is an innovative new approach designed to improve health outcomes for young people aged 12–25 years who are at risk of developing mental health and/or alcohol and other drug (AOD) issues. The strategy is comprehensive and integrated, delivered through 30 headspace sites nationally with at least one site in each state and territory.

Each headspace site provides services to young people for AOD related concerns, in addition to mental health, primary care and social/vocational issues. While the primary focus is on early intervention for mental health and AOD issues, young people present with a variety of concerns including physical health, relationships and emotional difficulties, difficulties with school, training or work, psychological issues and drug and alcohol misuse.
 * What is a headspace centre?**
 * * A community-based health service for young people aged 12–25 and their families || * A confidential low cost or free service dependent on the situation ||
 * * A centre where young people can receive help for a range of issues—health, mental health, education, work, and alcohol and other drug problems || * A locally run service that has been set up by organisations that understand the local community ||
 * * An integrated service centre staffed by general practitioners, allied health, mental health, youth workers and alcohol and other drug workers who have specific expertise in working with young people || * A place where young people and their families are encouraged to become involved. ||
 * Headspace services**

A range of multidisciplinary, youth friendly practitioners including, general practitioners, psychologists, social workers, mental health nurses and youth workers delivers the services. These services may be provided directly by staff from local specialised AOD consortium members.

The headspace website is one of the key vehicles for communicating headspace activities and messages to the public. Attracting almost 65.000 hits per day in its first year of operation the site has been designed to be a first port-of-call for people seeking information about young people and mental health including AOD issues.
 * Electronic information**

Headspace is influencing the help-seeking and help-provision landscape for young people in this country. It is striving to ensure young people get help in a way that meets all their health needs. For more information go to the website www.headspace.org.au.

Reachout
Somewhat similar to headspace.org.au. Source: [] Reach Out is a web-based service that aims to improve the mental health and wellbeing of young people aged 14-25 years by providing them with information, support and skills development and by working with health professionals to strengthen the pathways between online and community based service delivery.
 * Some facts about the Reach Out service **

Note: Excellent fact sheets and personal stories on different topics including the following and more such as information on bullying, teacher's resources etc: Issues //Getting Help:// Emergency help; Who can help you; Therapy & medication; Help a friend; Help yourself
 * * Mental health difficulties || * Loss and grief || * School, university and TAFE ||
 * * Alcohol and other drugs || * Physical health issues || * Sex and pregnancy ||
 * * Family and other relationships || * Safety and violence || * Sexuality and coming out ||
 * * Managing independence ||  ||   ||

**How can Reach Out help young people?**
Reach Out can help you by improving your understanding of the issues that relate to your mental health and wellbeing and providing information to better understand other people's experiences. Reach Out also has information on how you can get the best help from services, as well as opportunities for you to connect with other young people like you.

ReachOut.com has 3 key sections: Find: provides information and stories on a range of mental health issues Explore: is a tool that finds you information based on how you’re feeling that day (coming soon!) Connect: where you go to connect with the community through our forums, the blog and youth participation area.

There are many different ways you can get involved:


 * **Online youth involvement**
 * Become a member of our Youth Involvement online forums to be the first to have your say on new features for Reach Out. || **Internship program**
 * We will be continuing the internship program for students who are interested in working in the sector. We have flexible intern opportunities which can span across the areas of marketing, IT, psychology, multimedia and many others. Please drop Nikki (nikki@inspire.org.au) an email if you’re interested! || **Special Projects**
 * Throughout the year, Reach Out will put a call out for different young people who might be interested in working on a specific project. This project may vary in length of involvement time, level of commitment, online and offline training, skills and experience. ||

ReachOut.com Professionals
ReachOut.com Professionals provides recommendations and advice for youth support workers and education professionals on a range of online interventions, tools and resources that can be used to support young people experiencing mental health difficulties and to build young people’s wellbeing and resilience. Content and resources on ReachOut.com Professionals will help you to understand key mental health and wellbeing concepts, refer young people to appropriate services or online tools, and teach mental health and wellbeing skills in the classroom and in support work with young people.

As a partner service of the ReachOut.com online youth health service, ReachOut.com Professionals provides a space for young people and professionals to connect and create resources for better mental health care and support. A key goal in this endeavour is to work together to break down barriers to young people proactively tackling mental health difficulties before they become a problem.

Visit the [|ReachOut.com Professionals website] to find out more.

Depression
Beyondblue aims to build a society that understands and responds to the personal and social impact of depression, works actively to prevent it, and improves the quality of life for everyone affected. New factsheets, a dvd 'Tackling depression in schools' and other school resources can be accessed by visiting: [|http://www.beyondblue.org.au].

Positive Body Image
Source: []

Body image, everyone has it. But what does it actually mean? There’s a big difference between healthy body image and unhealthy body image. Healthy body image makes you feel good, and there are a couple of things you can do to improve your body image over time. If body image is getting you down, and these tips don’t work, you might be struggling with something more intense.

An unhealthy body image is thinking your body is disgusting, unsightly or not good enough. For example, thinking that you look too fat even thought others tell you this is not true, thinking that you’re not pretty enough or muscular enough. It can also mean believing what you look like determines your value as a person. Someone with negative body image can become fixated on trying to change their actual body shape.
 * What’s the difference between healthy and unhealthy body image?**

A healthy body image is being comfortable in your own skin, being happy most of the time with the way you look, and feeling good with yourself. It’s about valuing who you are not what you look like.

**Be the Hero! Addressing aggressive behaviours towards Women** Be the Hero! is a web-based violence prevention program that encourages young men to build respectful relationships with women. The website content has been designed for use in small groups of young men, led by a male teacher or group leader, over at least four sessions. A Teacher’s kit is available to download. For more information visit []

= Disability =

Bar None Kit for Schools
Source:[| http://www.officefordisability.vic.gov.au/bar_none_kit_for_schools.htm]

The Bar None Community Awareness Kit for Schools provides information and curriculum support for teachers to:
 * * enhance their knowledge and understanding of disability || * create a welcoming, inclusive school community || * foster a culture of openness and discussion around disability ||

The brochure and poster are two tools that will help to raise the profile of the Kit in your school.

The Kit is comprised of a number of components:
 * * DVD || * Curriculum Units || * Guest Speaker Database ||
 * * Teacher Information Booklet || * Train the Trainer Module || * Contact ||

= Alcohol and other drugs =

Source: []

Information on alcohol for young people
In Australia, there is a perception, especially among young people that everyone drinks. This is not always the case as some young people choose not to drink with many not enjoying the experience and others choosing to wait until they are 18. Regardless of the reasons, their friends and family should support their decision.

It is important that you are aware of the effects of alcohol and learn ways to minimise the associated risks. The following sections contain information on alcohol that will help you make informed decisions about alcohol. If you do drink alcohol, this section contains information about how to use it in a safe and responsible manner.

This section will link you to information endorsed by the Department of Health, and contains information on:
 * * [|Alcohol and the Law] || * [|Facts and Myths] || * [|Alcohol and Young People] || * [|Frequently Asked Questions] || * [|Services Available] ||

Drugs and their effects
Browse for information about Drugs and their Effects at:[| Drug Info Clearinghouse] (located at the Australian Drug Foundation) Phone: 1300 85 85 84 Website: www.druginfo.adf.org.au On-line form: []
 * * Reference library for information on drugs and alcohol || * Help for young people, parents and teachers || * Publications and other resource material available ||

P.A.R.T.Y - Prevent Alcohol and Risk-Related Trauma in Youth
The P.A.R.T.Y Program is a trauma prevention initiative aimed at senior school students that focuses on the importance of making smart choices. It seeks to give participants a taste of the often traumatic consequences of risk related behaviour by introducing them to healthcare professionals who deal with trauma daily, and trauma survivors and their families. Operating at over 70 sites world wide, the P.A.R.T.Y Program is a tried and true model that works.

In Melbourne, the P.A.R.T.Y team run the program fortnightly at The Alfred hospital with more than 50 hospital staff involved. The Program is delivered via presentations, hands on activities, hospital tours, clinical scenarios, and patient encounters.

Further information on the program can be found by visiting: []

QUIT Victoria - Schools
Schools have an important role to play in preventing as many young people as possible from taking up smoking. However, schools cannot be expected, and nor are they expected, to be totally responsible for this goal. [|Quit's Youth Prevention Strategy]outlines the strategies that should be implemented to maintain downward pressure on youth smoking rates.

Further information can be found by visiting: []

= Homelessness =
 * Note: Links to organisations providing emergency and crisis accommodation for young people can be found on [|youthcentral.vic.gov.au]

National Partnership Agreement on Homelessness - youth specific initiatives
With timely and appropriate support and accommodation, young people experiencing homelessness can avoid the possibility of ongoing cycles of economic and social disadvantage, and successfully transition to adulthood as secure and confident members of the community.

Under the Agreement the Australian Government has agreed to provide additional funding to the States and Territories to reduce homelessness. States and Territories have agreed to match the Australian Government funding to deliver services and capital projects that will contribute to an overall reduction in homelessness.



= Financial issues and debt = //Note: Also see links on youthcentral.vic.gov.au//

<span style="color: #808000; font-family: Arial,Helvetica,sans-serif;">Pocket Money
Consumer Affairs Victoria sponsored **Pocket Money**, a special Age Education supplement, published on 24 July 2009. The supplement is a 12-page lift-out, designed for secondary school students, focusing on financial literacy and consumer issues.

A teacher guide has also been created, to use in conjunction with the Pocket Money lift-out. It includes a range of activities designed to help students build their capacity to be informed and confident consumers and develop an understanding of:
 * * money and how it works || * the importance of budgeting and planning in managing your money ||
 * * how to make wise spending decisions || * consumer rights and financial responsibilities. ||
 * * how to avoid being the victim of scams ||  ||



MoneyMinded
MoneyMinded is based on one of life's fundamentals - we all need to be mindful of our money! MoneyMinded is a financial education program which helps people make informed decisions about the use and management of their money.Help your young people get MoneyMinded by utilising the free online education program, finding out about workshops or improve their knowledge by using the tools and information on []

= Career = Since 1991 Aspire Training & Consulting, now Aspire Learning Resources, has been actively involved in vocational education and training (VET). Aspire has training resources for:
 * Aspire Learning Resources **

You can learn more about their publications by visiting: []
 * * Employability Skills || * Management || * Aged Care Work ||
 * * VET in Schools and work-ready programs || * Retail || * Home and Community Care ||
 * * Language, literacy and numeracy skills || * Competitive Manufacturing || * Disability Work ||
 * * Business and Business Administration || * Community Services Work ||  ||
 * * Frontline Management || * Children's Services ||  ||