2017 HIGHLIGHTING ERASMUS+ WORK PLACEMENTS - ETBI
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AUTUMN
2 017
H IG H LI G H TI N G ER AS M U S+
W O RK PL AC EM EN TS
EDISON Entrepreneurial
Education in Cork
NCGE’s Whole School
Guidance Framework
Ireland’s First Apple
Distinguished School
ETBI ISSUE 3 – 2017
Contents
SECTION 1 | NATIONAL AND EUROPEAN NEWS Palestinian sisters look back
50 Bringing Instructional Leadership to Donegal
02 Editorial 52 Active Citizenship and Intergenerational
03 ETBI Annual Conference 2017 Learning
06 Music Generation raises the baton on Phase 2 53 Former Donegal ETB learner receives
08 A whole school guidance framework global recognition
Social innovation education: where life and
10 54 Killorglin Community College embraces
learning meet eTwinning & Erasmus+
Largy College named Young Social Innovators
10 56 EDISON Entrepreneurial Education Week in
of the Year 2017 Glanmire Community College
13 DES recruiting inspectors 58 ESS Programme Graduates March to Success
in Limerick
13 IPPN’s New Leadership Team
59 Ballyfermot Training Centre oil fired up for
14 New Commis Chef Apprenticeship for Ireland
new OFTEC Course
16 Profiling Youthreach learners
60 There is more than one route to a successful
Smartphone microblogging supporting
23 future
mobile learning
60 Erasmus+ work placements at Galway
New Guidelines for Student Teacher
26 Technical Institute
Placement in the Further Education and
61 “It’s never too late to get an education”
Training Sector
61 GTI and Macnas
Further Education: progression outcomes are
27
transforming lives 62 LCETB Gaelcholáiste is Ireland’s first Apple
Distinguished School
28 Case Study - John Dee
63 Deansrath students stand up to animal abuse
‘An investment in knowledge pays the best
29
interest’ (Benjamin Franklin) 64 Creating a little piece of inside – outside!
30 The European Social Fund 65 New Diploma in Complementary and Sports
Injury Therapies at GTI
32 Well Now!
65 TEL at GTI
35 Safety Management Workshops for ETBs
66 Striving for the Best Hospitality Training in
37 QUAKE - QUAlification Knowledge ECVET
the World in the Coolest Place on the Planet
40 The Patronage of Schools with Donegal ETB’S FET Service!
68 Fingal Adult Education Service’s largest
SECTION 2 | REGIONAL AND LOCAL NEWS graduation to date
69 Traveller Girls publish their first story
45 Kerry Education and Training Board opens collection
its first Community National School 70 Future PE teachers kick off to a brilliant start
47 Work-Live-Eat-Dance in Vienna at CSN College
49 After two years in an Irish school, three 71 New social society for FE students in DDLETB
Due to pressure on space, a number of contributions have been deferred for inclusion in a later issue.
Published by Education and Training Boards Ireland (ETBI). ETBI is a registered charity no 8539.
The information contained in ETBI Magazine is, to the best of our knowledge, accurate at the time of publication; however no responsibility can
be accepted by ETBI for any omissions or errors contained therein. The views expressed in this Magazine are those of the contributors and do not
necessarily reflect those of ETBI. Contributions and advertisements are welcome. Subject to pressure on space and other editorial demands, ETBI tries
to include contributions from as many ETB areas as possible. ETBI reserves the right to amend or abridge any contribution accepted for publication.
See ETBI Guidelines for Contributions for details regarding content, format, word count, etc.
Design by: Design Farm www.designfarm.ie. Printed by: Doyle Print, Church Lane, Baltinglass, Co Wicklow.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 1
Editorial
T
o say there has been a seismic shift in the State’s initial claim that the pace of planning and reform in education
educational planning process over the past twenty years is and training has been phenomenal in recent years.
certainly not an exaggeration. There has been phenomenal
expansion and growth in educational strategic planning, most of ETBI’s sixteen Education and Training Boards have also been
which has occurred over the past five years. rationalised, amalgamating the original 33 VECs and the Training
Division of the former FÁS since 2013, while new operational and
Strategies and plans, goals and targets, accountability and staffing structures have been implemented in the recent past.
outcomes: together they define the operational context of This process is ongoing and more is to be done to ensure ETBs
the education and training sector for which both the Minister can cope with newly defined roles and responsibilities.
for Education and Skills and his Department have overall
responsibility. Strategies and plans, goals and targets,
In 2016, the Programme for a Partnership Government set accountability and outcomes: together they
out the government’s commitments and priorities, including the define the operational context of the education
area of education and training. The subsequent Action Plan for
Education 2016-2019, with annual and quarterly updates, has and training sector
set out a broad range of targeted priorities to be achieved in
the education and training sector. The Action Plan sets out an Coping with such rapid and almost overwhelming change has
operational framework with targets to be achieved and this is to been challenging for Ireland’s schools and training services.
be welcomed. Yet such rapid evolution is essential if we are to not only match
developments in other EU countries, but also achieve Minister
In recent years, second level schools have been subject to Bruton’s declared goal of the best education system in Europe by
strategic oversight, reviews and reform. The DEIS Plan 2017 2026. Indeed, this challenge by Minister Bruton is complemented
follows the recent Review of the DEIS programme; the new by his predecessor Ruairí Quinn’s 2011 ambition to establish a
framework for Junior Cycle is being embedded in schools since world class further education and training system in Ireland.
2015; new School Self-Evaluation Guidelines 2016-2020
have been issued; Looking at our Schools 2016: A Quality So, there has been no shortage of ambition and planning, while
Framework for Post-Primary Schools provides definable the focus on accountability, transparency, outcomes and outputs
standards for schools regarding teaching and learning and is now at an unprecedented level.
leadership and management.
The objective of such reform is to ensure that the students in
Impacting on both schools and ETBs are the Action Plan for Ireland’s schools and the clients of Ireland’s education and
Jobs and Pathways to Work. Further education is under scrutiny, training services have the best possible educational experiences
with the aptly named Strategic Review of Further Education in to equip them for a world of rapid change and evolution.
Ireland. and for further education services we have Best Practice
in Entrepreneurship Education and Training in the Further Leaders, teachers and trainers in our schools and educational
Education and Training Sector (November 2016). services are to be commended for their capacity to meet and
take on this significant challenge of change. These are the people
Also in the area of further education and training, the SOLAS FET who will realise the ambition to achieve the “best education
Strategy 2014-2019 sets investment priorities and a framework system in Europe” that has now been set as a national target.
for the development of a strong FET sector. Ireland’s National
Skills Strategy 2025 sets a target, among others, of providing Planning needs both partnership and perseverance at the
50,000 apprenticeship and traineeship places between 2016 implementation stage. But implementation needs to be
and 2020, while the Action Plan to Expand Apprenticeship resourced with targeted investment, including staffing. The
and Traineeship in Ireland 2016-2020 aims to grow work- education and training sector can, and will, deliver on the
based learning over the coming five years, highlighting the admirable vision of “best in Europe”, but only if resources are put
apprenticeship and traineeship modes of learning and skills in place to match the ambition.
development as viable, attractive career options; and yes, there
is also an Apprenticeship Implementation Plan. Therein lies the core challenge.
This list is not exhaustive, but it certainly gives testament to my Michael Moriarty, General Secretary
2 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
ETBI Annual
Conference 2017
A
nnual Conference took place this Skills, the Department of Children and and training authorities with a wide-
year in Kilkenny on 20th and 21st Youth Affairs, and representatives of ranging remit from primary to second
September 2017. The Annual other education stakeholders, as well as level to further education, including
Conference is the one occasion in the business and community interests. The apprenticeships and traineeships.
year when delegates from all of Ireland’s ETBI Conference is also the first education The theme of this year's Conference,
sixteen Education and Training Boards conference of the new academic year, and “One Vision, One Voice – A Shared
come together to address topical issues, can be a reality check on current issues in Experience”, focused on the future of,
with expert analysis and input. Delegates the education sector. and issues around the management of
include members of the ETB boards and change in the ETBs.
professional staff from the ETBs' head Four years on from their establishment
office, schools, colleges and training in 2013, the ETBs have transitioned from On the first day of Conference, ETBI
centres. Guests comprise top-level officers 33 standalone Vocational Education General Secretary Michael Moriarty
from the Department of Education and Committees to 16 local education addressed delegates on recent
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 3
developments and future plans regarding of topics of interest to delegates and and traineeships; Rosaleen Molloy,
multi-Belief Community National guests. National Director of Music Generation,
Schools (CNS). discussed a pioneering approach to
Professor Tony Fahey, Professor Emeritus, establishing a national infrastructure
Day One also featured a panel discussion UCD, enlightened the audience on what for performance music education in
on the Conference theme, One Vision, the outcomes of Census 2016 revealed Ireland; and Dr Patricia Kieran, Lecturer
One Voice – A Shared Experience, in about changing Ireland and how ETBs at Mary Immaculate College, UL, reflected
which the future potential of the ETBs could best respond to the challenges on an innovative approach to religious
was teased out. The panel included thrown up by these changes. Caroline education in the ETB-run Community
Markita Mulvey, Principal of Carlow Martin, Chief Psychologist, City of Dublin National Schools (CNS).
Institute of Further Education and ETB Psychological Services, and Joan
Training (Kilkenny & Carlow ETB), David Russell, ETBI Director of Schools Support In the afternoon, the issue of skills as
Leahy, Chief Executive of Galway & Services, looked at how driving change the driver of economic growth was
Roscommon ETB, Cllr Jim Finucane, has always been the hallmark of the examined by a panel comprised of Owen
Chairperson of Kerry ETB, Dr Karina ETB sector, and considered what that O’Donnell, Director of Further Education
Daly, Director of Organisation Support currently meant for ETBs and what it & Training at Kerry ETB, Philip Sheridan,
& Development in Waterford & Wexford might mean in the future. Regional Business Manager of City &
ETB, and Clodagh Geraghty, Lecturer in Guilds, Paul Sweetman, Director of
Galway-Mayo Institute of Technology. In parallel sessions, Des Murphy, ETBI Technology Ireland, and Karen Hennessy,
Training Function Support Officer, looked Chief Executive of the Design and Crafts
Day Two’s sessions addressed a variety at new directions for apprenticeships Council of Ireland. This was followed by
4 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
a discussion on corporate governance initiatives on STEM and languages, the ETBs and ETBI. He and his Department,
issues, which was chaired by Seán ethos of schools as well as religious he said, recognised and appreciated
Fleming TD, Chair of the Dáil Public and moral education, league tables, their support, and looked forward to
Accounts Committee, with contributions Community National Schools (CNS), continuing their collaboration with them
from Paul Turpin, Governance Specialist investment in skills enhancement, and in implementing many of the targets and
and Associate of the Institute of Public promoting the take-up of apprenticeships actions aimed at achieving the goals
Administration, and Joe O’Toole, former and traineeships. He made a special set out in the Action Plan for Education
Independent Senator, author and former appeal to the Minister to ensure the 2016-2019 and the Action Plan to
trade union leader. continued viability of Ireland’s stand- Expand Apprenticeship and Traineeship in
alone small schools and island schools Ireland 2016-2020. He assured listeners
The Conference concluded with the through the provision of specific that his Department would be looking into
Presidential and Ministerial addresses, additional, on-going, ring-fenced funding. many of the issues raised by Mr Gilmore,
delivered to a packed audience of As outgoing President, Mr Gilmore also and committed his Department to working
delegates and guests. paid tribute to the twenty years of astute with the ETBs to ensure that they would be
stewardship of the development of ETBI able to fulfil their remit in the coming year.
In a wide-ranging speech, Pat Gilmore, and its predecessor IVEA by General
President of ETBI, covered issues Secretary Michael Moriarty. Videos, speeches and presentations
such as school admission policies, the made at the 2017 Conference are
review of the DEIS scheme, the need When Minister for Education and Skills available to view or download from
to establish a comprehensive guidance Richard Bruton TD took the stage, he the ETBI website: www.etbi.ie/
structure in schools, the focussing of expressed confidence in the work of the annualconference2017/.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 5
Music Generation raises
the baton on Phase 2
Nine new areas of Ireland selected for participation in its
second phase of funding
By Aoife Lucey, Communications and Marketing Manager
M
usic Generation has from ETBs and Local Authorities earlier Leitrim ETB. In each instance the MEPs
announced the new areas this year, the nine new areas selected for will collaborate with a wide range of
of Ireland that will receive participation are: Cavan/Monaghan; Dún partners, including local authorities,
philanthropic funding from U2 and Laoghaire-Rathdown; Galway City; Galway music providers, youth and community
The Ireland Funds to create increased County; Roscommon; Kilkenny; Leitrim; groups, education institutes and festivals,
access to music tuition for children and Waterford and Wexford. among others, in the successful delivery
young people in their local area. Music of Music Generation within their local
Generation, Ireland’s national music The programmes will be managed and areas. The new MEPs will be established
education programme, was initiated delivered in each area by local Music on a phased basis over the next five
by Music Network in 2010, and is co- Education Partnerships (MEPs). The years, and it is anticipated that the new
funded by U2, The Ireland Funds, the Lead Partner organisations of these new programmes will create substantial
Department of Education and Skills and MEPs include Cavan and Monaghan employment opportunities for musicians
local Music Education Partnerships. ETB, Galway and Roscommon ETB, in each area, as well as offering access
Kilkenny and Carlow ETB, Wexford and to high-quality, subsidised vocal and
Following an open call for applications Waterford ETB, and Mayo, Sligo and instrumental tuition to thousands of
6 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
children and young people who would
otherwise not have the choice of access
or the chance to participate.
Operating on a 50/50 matched funding
basis, the new MEPs will receive an
investment of €5m raised by U2 and The
Ireland Funds, and will also generate
a further combined €5m in local
investment over the next five years.
Speaking on the announcement of
the Phase 2 expansion, U2’s The
Edge said: ‘This is a really important
moment for Music Generation. Our
ambition is for every child and young
person in Ireland to have access
to tuition, and this next phase of
expansion brings us ever closer. Huge
thanks to both the Government and it is anticipated that the new programmes will create substantial
The Ireland Funds for their ongoing
commitment to a programme of which employment opportunities for musicians in each area, as well as
we, as a band, are immensely proud.’
offering access to high-quality, subsidised vocal and instrumental
Expansion of the programme into
tuition to thousands of children and young people
these nine new areas has been made
possible through the ongoing support
of U2 and The Ireland Funds, who new areas into the future, we will work and The Ireland Funds in 2009, and is
announced further donations to Music together with all partners to ensure the now sustainably co-funded on a 50/50
Generation in July this year to establish continued success of this important basis by the Department of Education
the programme’s next phase. Moreover, non-mainstream music education and Skills and the local Music Education
‘Phase 2’ has been assured of long- programme.’ Partnerships.
term sustainability through a further
commitment by the Department of Kieran McLoughlin, Worldwide President National Director of Music Generation,
Education and Skills to co-fund the new and CEO, The Ireland Funds, said: Rosaleen Molloy, commented on the
areas into the future, together with Local ‘It is wonderful to see the ongoing significance of this announcement:
Music Education Partnerships. success of this pioneering programme, ‘This is another landmark moment
which has already had a remarkable for Music Generation, and we
‘I would like to congratulate the new impact on the communities in which are thrilled to announce our next
Music Education Partnerships and it operates. We are delighted to be phase of development. We would
the various individuals, groups and working with U2 and the Department like to acknowledge the ambition
Statutory Agencies that have come of Education and Skills on this great and the vision of these new Music
together to support the development Public-Philanthropic Partnership to bring Education Partnerships in seeking
of the Music Generation programme the benefits of musical education to truly transformative outcomes for the
within their local areas’, said Minister thousands of young Irish people.’ children and young people with whom
for Education and Skills, Richard Bruton they will engage. We look forward to
TD. ‘My Department wholeheartedly Already, Music Generation creates access working with them to support their
believes in the importance of facilitating to high-quality, subsidised music tuition plans for development, building upon
access to music for children and young for more than 41,000 children and the extraordinary success of Music
people, which unlocks their creativity young people annually in Carlow, Clare, Generation’s story so far.’
and can help them reach their potential Cork City, Laois, Limerick City, Louth,
in all areas of their education. Through Mayo, Offaly/Westmeath, Sligo, South
our ongoing annual €2.5m funding of Dublin and Wicklow. This first phase
Music Generation’s first phase, and of the programme was seed-funded
our commitment to co-funding the nine through philanthropic donations by U2
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 7
(L-R:) Linda Darbey, NCGE, Jennifer Mc Kenzie, Director of NCGE, Beatrice Dooley, Vice President IGC, Clive Byrne, Director NAPD, Eamonn Moran, DES A Whole School Guidance Framework NCGE publishes document on the role of guidance counsellors in schools By David Cullen, Communications Officer, NCGE I n September, Minister for Education Welcoming the publication of the a whole school approach for and Skills Richard Bruton TD Framework, Minister Bruton said, guidance deliver y in Irish education. launched the National Centre for “This framework is the product I would like to thank the NCGE and Guidance in Education’s (NCGE) Whole of continuing work in the area of the relevant consultative bodies for School Guidance Framework. This school guidance under taken by their work in producing the Framework document highlights the key role of my Depar tment. The Action Plan which I hope will assist schools the guidance counsellor in schools, for Education 2017, launched in in developing and updating their working with other school staff, in the Februar y, committed to finalising guidance plans.” delivery and planning of guidance to the Framework by the end of this students. A copy of the document has year. This deliver y is therefore ahead The Framework was developed over been issued to every post primary of schedule, and highlights the a three-year timeframe and was school in the country. impor tance and urgency of developing informed by similar frameworks 8 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS
published internationally. It follows a to develop an awareness of
public consultation process from late themselves and their interests,
2016, ministerial review, and receipt of so that they can learn to
commentary from other stakeholders, make choices for their future
including employer organisations. In education, career and indeed
September and October 2017, NCGE life plans. It’s not just about
met with ETBI, ETB Schools Directors choosing a list of college
and the School Principals Forum courses. Guidance in schools
regarding the implementation of this is offered on an individual
Framework. or group basis as par t of
a developmental learning
Areas of learning for students process and at moments of
highlighted in the framework personal crisis. Guidance
include: Counselling may include
personal counselling,
Developing Myself
educational counselling,
career counselling and ver y
Developing My Learning
often combinations of these.
NCGE intends that this
Developing My Career Path
framework will suppor t the
work already being done by
With associated competences: qualified school guidance counsellors School Guidance Handbook site.
and indeed all school staff, in these Schools will be invited to participate in
Developing & maintaining
areas. The framework re-enforces these developments.
self-esteem & a positive self- the key understanding that guidance
concept provision in schools is ‘whole You can download a copy of the
school’. This involves collective publication and an additional poster
Interacting effectively with
and collaborative action to develop resource on www.ncge.ie.
others (face-to-face & online) student learning, behaviour and
wellbeing, and the conditions that If you require any further assistance,
Developing & growing
suppor t these.” please contact NCGE by e-mailing
throughout life ncgeinfo@ncge.ie or call us on 01
NCGE will be developing and providing 8690715/6. You can also stay up
Employing effective personal
additional resources which will be to date by following the Centre on
learning/exam strategies available for schools via the NCGE Twitter @ncgeguidance.
Making educational choices in
line with career aspirations
Using career related
information & sources
appropriately
Understanding the world of
work & life roles
Managing career development
& decision making
Speaking at the launch, Jennifer Mc
Kenzie, Director NCGE, said: ‘The
aim of the guidance programme
in schools is to help students
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 9Social innovation
education: where life
and learning meet
By Rachel Collier, Co-Founder and CEO Young Social Innovators
W
Largy College named hen I set up Young Social I first began thinking about the potential
Young Social Innovators of Innovators (YSI) in 2001 of Young Social Innovators while working
the Year 2017 with Sr Stanislaus Kennedy, on the streets of Dublin in the 1980s
very few educators were talking about with severely disenfranchised homeless
Project: Mend a Mind – it’s a innovation in education. In fact, YSI young people. My involvement with
disorder, not a decision. was the first organisation to use the Sr Stan then in the establishment of
term ‘social innovation education’. Focus Point [now Focus Ireland] gave
The Largy College YSI project set out
to promote positive mental health as Since then over 540 second-level me two major insights that informed the
well as eliminate stigma that surrounds schools have offered social innovation subsequent establishment and design
mental health. The group used many programmes to 120,000 students. of YSI.
creative vehicles in order to deliver their
And this, not because any school or
message, including film-making, art,
dance and music and social media. teacher has to offer it but because The first was that young people, when
they see the benefits to students encouraged and empowered, can use
Their short film, ‘Explaining My and local communities. This type of their creativity and wisdom to bring
Depression to My Mother’ was
learning supports and encourages the about innovative change. There was
shortlisted for St Patrick’s Hospital’s
Frame of Mind short film competition, development of young people as caring, no shortage of ideas and creativity
and the team received the provincial connected, creative, empowered adults. amongst the homeless young people I
prize for photography in Mental Health It connects young people, educators, met about what needed to change and
Ireland’s Transition Year art competition.
schools and communities in advancing how. In fact, their wisdom was essential
The students made extensive use ways to improve lives and wellbeing in to designing the services that were
of social media to send out positive truly unique ways. relevant to them. The second was that
messages around mental health, and
from their first Lighting up the Darkness
event that they broadcast on Facebook
live from Clones, the group’s popularity
on social media spread. Other actions
included performing a flashmob on
Grafton St, holding a holistic community
day in the PEACE Link1, peer education
with primary and post-primary schools,
and working with numerous other
community groups.
These students were selected from
over 7,000 who participated in the YSI
competition. This is the second time in
four years that the school has received
the Gold Award. In 2014, the school
also received the Making our World One
World category award. The team looks
forward to continuing their good work
and they are keen to acknowledge the
wonderful support they have received
from Largy College management, staff,
CMETB and from their community as a
whole. Students from Largy College (CMETB) celebrate their Young Social Innovators of the Year 2017 Award
1 The PEACE Link is an iconic state of the art sporting facility on the edge of Clones, Co. Monaghan. The facility is at the heart of a movement to build
better relationships between people in the Clones (Co Monaghan) /Erne East (Co Fermanagh) area, using sport as the medium.
10 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTSSECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 11
THE 2017 YOUNG SOCIAL
INNOVATORS OF THE YEAR:
AN ETBI SCHOOL AND GOLD
WINNER
A team of students from Cavan and
Monaghan ETB school Largy College in
Clones is an excellent example of social
innovation education in action. The team
scooped the Young Social Innovator of
the Year Gold Award 2017, choosing
mental health as the focus of their Social
Innovation Action project, Mend a Mind –
it’s a disorder, not a decision.
The team used their innovation and
creativity with the aim of reducing the
stigma around mental illness in their
community. This is an issue that was
close to their hearts, as Laura Hamill,
one of the project participants, explains:
“Bullying has affected a lot of us in some
The YSI Social Innovation Model
ways,” she said. “We wanted to bring
attention to it, to shine a light on it.”
by establishing much-needed and well- for jobs that do not yet exist; and for the
designed services for homeless people, use of technology that we cannot yet The team worked with a wide range
together, we gained an incredible level imagine. It is understood that education of organisations, individuals and
of knowledge and insight into how social needs to provide young people with professionals working in the area of
change comes about and learned first- the tools to thrive in an unpredictable, mental health and undertook a multitude
hand what impactful social innovation exciting and challenging world. That of activities to promote their message.
involved. challenge is not simple. Increasingly, Activities ranged from producing a
we understand that learning and doing strong social media campaign, creating
Through social innovation, innovation can play a critical part. a positive mental health calendar,
delivering workshops for primary and
they come together and co-
The importance of innovation in secondary students, and undertaking a
create solutions to realise a learning is gaining recognition, with the number of other creative activities, all
OECD promoting the need to measure combining to achieve significant impact.
better, fairer world. innovation in education. Integrating A video created by the team narrating
social benefit into innovation and the impactful poem ‘Explaining My
Years later, in 2001, with the benefit entrepreneurial learning is important, Depression to My Mother’ reached over
of such hindsight, we designed a particularly as a new and evolving 27,000 people online.
framework for the actual learning of generation emerges that understands
social innovation, the ‘YSI model of this need in a profound and inspiring Their extensive use of social media using
learning’. Now that model is widely way. videos and images to highlight the issue,
used by hundreds of educators every brought stories to life in a creative way.
year with some 7,000 students in Social innovation learning is learning They broadcasted events held in their
Ireland. innovation with a humanitarian purpose. hometown of Clones on Facebook Live,
Our students understand the need to extending the reach and impact of their
THE ROLE OF INNOVATION grow a strong economy in tandem with a awareness-raising activities. With the
LEARNING strong, cohesive and inclusive society. In help of a local dance teacher, they even
Our environment is evolving rapidly. fact, they become part of that evolution. assembled a flashmob on Grafton Street
Teachers are tasked with preparing Through social innovation, they come in Dublin city centre.
students for economic and social together and co-create solutions to
change that we have not yet realised; realise a better, fairer world. “We’ll definitely keep going,” said Hamill.
12 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTS“There’s so many creative people in the people to be participants in and how many hundreds, if not thousands,
class, that we have so many ways of contributors to the world. I would argue of young people are using their voice
getting the message out there.” that most educators believe their work and opportunity, through YSI, to speak
aspires to this ultimate goal. Empowering out about homelessness and doing
As the Monaghan students demonstrate, young people is integral to education. It something positive about developing
we underestimate these young people at is not a nebulous concept but very real. solutions which help address the
our peril. This generation has experienced It begins by recognising their ability; problem.
a lot in their short lives, living through presenting them with new learning and
boom and bust, and witnessing world opportunities; and giving them a voice in We have a huge, and largely untapped,
events that have left older generations their learning and development. human resource in our young population.
reeling. They understand that ours is an I anticipate that, because we have
uncertain and unpredictable world to Empowering young people thousands of young social innovators in
which they must be able to adapt. Ireland each year, in the future we will
is integral to education. see a fairer, more inclusive society. I
TRANSFORMATIVE EDUCATION believe that because of this, we will reap
At Young Social Innovators, we believe in After years of working with Focus Point the benefits of collective youth-led social
the transformative power of education / Focus Ireland, it is with sadness, yet innovation education where learning and
– transformative for students and whole hope, that I hear so many young people life meet in very meaningful ways.
communities. Social Innovation Education expressing concern about the terrible
demonstrates this in very tangible ways. suffering of homeless people on our Recruiting Tomorrow’s Innovators
We can see how learning and doing social streets in recent years. Sadness, because Today: To get involved, please sign
innovation enhances students’ sense the problem of homelessness is so much up to our Junior and/or Senior Action
of themselves while also benefitting the larger in scale today than it was in the Programmes. To find out more, or to
wider community. 1980s. But also hope, because while I sign up, go to youngsocialinnovators.
didn’t hear how concerned young people ie/signup, email us on educate@
Education can support and enhance were about homelessness at that time, youngsocialinnovators.ie, or call us on
human life and living. It can empower I do hear that voice loudly today. I hear 01 645 8030.
IPPN’s New
Leadership Team
Newly appointed CEO and President
Páiric Clerkin was recently appointed
RECRUITING as CEO of IPPN, succeeding the first
CEO Seán Cottrell, who had served
from the inception of the organisation
Post-primary Inspectors of Construction in 2000.
Studies, English, Home Economics, Religious
Education, and Special Education David Ruddy commenced his new
role of President of IPPN on 1st
The Inspectorate of the Department of Education and September 2017 and will serve until
Skills will be recruiting post-primary inspectors in the August 2019.
above subjects shortly. If you are interested in any of these
positions, you can register your interest by registering with
the Public Appointments Service on www.publicjobs.ie
where full details of the positions will be available.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 13New Commis Chef
Apprenticeship for Ireland
T
he first intake of 112 Commis Chef Centres. Successful apprentices will be
Apprentices in Ireland will take place awarded a QQI (Quality and Qualifications
in November this year, at training Ireland) Advanced Certificate Culinary Arts
centres in Kerry ETB, Cork ETB, Galway at Level 6 on the National Framework of
and Roscommon ETB, Limerick and Clare Qualifications (NFQ).
ETB, City of Dublin ETB, and Cavan and
Monaghan ETB. The qualification covers food safety, food
preparation and production, nutrition
This dedicated apprenticeship programme, and menu planning, classical and global
the culmination of five and half years of food influences, food innovation and
advocacy and development, provides a entrepreneurship, resource management
route for apprentice Commis Chefs to and business practice, and event planning.
gain a recognised trade qualification.
The programme will deliver a sustainable The programme that has been developed
stream of skilled, long-term employees offers a career path with opportunities for
who are equipped to work in the sector progression and professional development.
and take advantage of the attractive career The approach taken is closely aligned with The Commis Chef Apprenticeship
opportunities that exist throughout the Irish the principles underpinning the Hospitality Programme Writing Team: (L-R) Mike Foley,
hospitality industry. sector’s Quality Employer Programme, Commis Chef Instructor, Bernadette Corridon,
The apprenticeship is two years in duration, which promotes standards of excellence Kerry ETB Training Centre Acting Assistant
and consists of alternating phases of on- in human resource management and Manager, Aoife Comiskey QA and Programme
the-job training (60%) with their employers supports the development of employees in Development, Christy Enright, Kerry ETB
and off-the-job training (40%) in ETB the sector. Training Centre Acting Assistant Manager
14 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTSThose wishing to continue studies will related experience. Learners must obtain
The approach taken is closely
be eligible to progress to the Chef de employment as an apprentice in a hotel
Partie Apprenticeship Programme (NFQ, or restaurant kitchen. Their employer
aligned with the principles
Level 7), currently being developed by the must be approved to train apprentices
Restaurants Association of Ireland (RAI), underpinning the Hospitality and must register the apprentice within
the Irish Hotels Federation (IHF), Tralee two weeks of recruitment.
Institute of Technology, the Irish Hospitality sector’s Quality Employer
Institute (IHI), Euro-toques Ireland, other Employers seeking approval to train
Institutes of Technology (IoTs) and Fáilte Programme apprentices must demonstrate that
Ireland. They may also wish to continue they have the capacity and the ability
their study with one of the Higher Education a dedicated Working Group comprised of to provide quality, relevant on-the-job
Institutes, participating in courses such HR managers, chefs currently working training to apprentices consistent
as the BA in Culinary Arts at Galway-Mayo in the industry and other key partners, with the requirements of the national
Institute of Technology, or the BSc in Baking to consider the existing chef training apprenticeship programme and the
and Pastry Management at Dublin Institute programmes offered at the IoTs and statutory apprenticeship system overall.
of Technology. former programmes provided by City and Part of this process involves a site visit
Guilds. to the employer's premises and formal
DEVELOPING A NEW assessment by a SOLAS Authorised
APPRENTICESHIP The goal was to provide a new modern Officer. Once an employer has been
In 2014, a call for proposals for new programme taking into account the approved to train apprentices, they can
apprenticeships was made by the advances in work standards and the recruit suitable candidates and register
Apprenticeship Council of Ireland. complexities of the modern industrial them as apprentices.
standard kitchen. At the end of five
For many years, the Hospitality industry and a half years and an enormous Further details are available on
had been crying out for skilled chefs amount of work, the new Commis Chef http://www.apprenticeship.ie/en/
to work in the sector, one of the most Apprenticeship is a modern, up-to-date apprentice/Pages/commis-chef.aspx
important drivers of the Irish economy. programme that satisfies appropriate or contact Kerry ETB, the industry
A Hospitality Industry Consortium was quality assurance standards approved by lead for this apprenticeship. Tel: +353
formed, chaired by the IHF, and consisting QQI and provides a high-quality training (0)66 714 9600 | (0)66 714 9638
of representatives from various hospitality experience for the apprentices. | (0)66 714 9676. Email: training@
and catering bodies, including the RAI, kerryetbtrainingcentre.ie. Web: www.
the IHI, Euro-toques Ireland, training The entry requirements for this kerryetbtrainingcentre.ie. Alternatively,
providers from the ETBs and IoTs, and programme are set at a minimum Level contact the Authorised Officer in your
Fáilte Ireland. The Consortium established 4 qualification; or three years’ trade- local ETB.
Pictured attending a recent
briefing in Kells on Freedom
of Information and GDPR
legislation are staff from Louth
and Meath ETB and Cavan and
Monaghan ETB.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 15Profiling
Youthreach
learners
Identifying some key characteristics of
learners attending a Youthreach centre
By Dr Mary Gordon, Retired Senior psychologist, National Educational Psychological
Service (NEPS) and National Coordinator for guidance, counselling and psychological
services in Youthreach and Community Training Centres
This ar ticle repor ts on a NEPS To achieve the aim, it is necessary to
research study that was carried out take into account what might be the
in a Youthreach centre in 2016. The characteristics that distinguish early
study set out to investigate some key school leavers from their peers who
features of the young early school
remain on in mainstream education
leavers attending the Youthreach
programme. and, in particular, the characteristics features that characterise Youthreach
of early school leavers who choose to learners and that can be considered to
INTRODUCTION return to education by an alternative have implications for the educational
The aim of the Youthreach programme route. and training approaches that are most
as defined by Department of Education likely to be successful in achieving the
and Skills is to equip young early school In 2016, with the active support of programme’s aim for them. The research
leavers with the knowledge, skills and learners and staff in one centre, the was envisaged as a contribution to the
confidence to participate fully in society National Educational Psychological review of the Youthreach programme
and to progress to further education, Service (NEPS) carried out a research planned by the Department and SOLAS
training and employment (DES, 2015). study to identify some of the key to begin in 2017.
16 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTSTHE YOUTHREACH PROGRAMME Early school leaving tends to The key challenge for the system
Youthreach is located in the result from a range of frequently
Department’s Further Education and interconnected personal, social, is how to attract and retain ESLs
Training (FET) suite of programmes that economic, cultural, educational,
are funded and coordinated by SOLAS gender-related and family-related within education until they have
and managed locally by Education and factors, and is linked to situations of
Training Boards (ETBs). At present, cumulative disadvantage which often
acquired the knowledge, skills
there are 112 Youthreach Centres and have their origin in early childhood.
and confidence they need for
35 Community Training Centres spread Groups with low socio-economic
evenly across the country in most cities status are affected to a greater financial independence, social
and large towns and in a number of extent and early school leaving
small towns and villages. Attendance rates are par ticularly alarming for inclusion and general wellbeing.
is on a full-time basis, usually for two cer tain groups, such as children
years’ duration. Certification is through with migrant backgrounds (including substance misuse or mental health
QQI courses and/or State Exams, newly arrived migrants and foreign- difficulties3.
and learners over 15 years receive a born children), Roma children and
training allowance. Youthreach is the children with special educational ACE RESEARCH
only FET programme that caters for needs1. First undertaken in the US in
children and young people, with the 1998, many small and large-scale
majority of participants being in the The Department Inspectorate in international enquiries have been
same age range as students in the their review of 25 Youthreach centre carried out since into Adverse
senior cycle of secondary schools. evaluations remarked on the wide and Childhood Experiences (ACEs),
varied mix of individual learning needs focussing on the relationship between
Teenage early school leavers (ESLs) they had observed in the learners: childhood trauma and the risk
who have, at most, lower secondary for physical and mental illness in
qualifications make up a relatively It was clear to inspectors that adulthood.
small group. It is estimated that 10% many of these young people had
of a year’s cohort (between 5,500 learning, emotional and behavioural The research indicates that there is a
and 6,000 students) leave school difficulties, often exacerbated by clear association between traumatic
early each year, with Youthreach family problems and mental health experiences in childhood and poor
accommodating almost half of these. issues. In discussions with learners, physical, mental and social outcomes
some outlined the emotional in adulthood (including medical
The key challenge for the system is pressures that they had experienced conditions such as pulmonary disease,
how to attract and retain ESLs within in life so far. Learners regularly heart disease and diabetes; addiction
education until they have acquired the described, for example, the rejection to cigarettes, alcohol and drugs; mental
knowledge, skills and confidence they they felt as a result of being put health difficulties including depression
need for financial independence, social out of mainstream education. and suicide; early sexual activity along
inclusion and general wellbeing. Inspectors were also made aware of with multiple sexual partners, sexually
other factors affecting the learners, transmitted diseases, unintended
POLICY AND RESEARCH par ticularly relating to dysfunctional pregnancies and risk for sexual
LITERATURE ON EARLY SCHOOL households, violent behaviours and violence; poor academic achievement;
LEAVING personal isolation2. and financial stress). It also emerged
This study was informed by the that the risk of negative outcomes
international literature on early school Staff and other stakeholders for individuals increased significantly
leaving, where there is a general associated with the Youthreach with the number of ACE categories
recognition that the phenomenon programme have long identified experienced.
results from a wide range of personal, significant levels of problematic
social and economic factors. In Nov household issues and dynamics in the Figure 1 summarises what is
2015 the Council of the European families of their learners, including considered to be the impact of ACEs
Union concluded that parents or other family members with over the life course.
1 ttp://data.consilium.europa.eu/doc/document/ST-14441-2015-INIT/en/pdf
h
2 http://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_evaluation_youth_reach_2010_pdf.pdf
Page 8.
3 http://www.youthreach.ie/webwheel/reports/REPORTofConsultation.doc
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 17Fig.1 Impact of ACEs
teams / Garda Juvenile Liaison
Officers (JLOs) / GPs / other
professionals, staff observation and
QQI certification results.
The research drew heavily on the goodwill
and collaboration of the young people
and staff in the centre. It was comprised
of three elements: 1) assessment of
learning profiles using tests of functioning
and academic attainment; 2) a detailed
structured interview with each learner by
the centre’s learner support practitioner;
and 3) additional information provided
by the coordinator about the learners’
situations, difficulties, contexts and
achievements.
STUDY FINDINGS
The findings of this study are quite
striking. They indicate a significantly
elevated level of health and other kinds
of difficulties and of engagement in risk-
Table 1: Comparison between ACE scores of original study participants and of taking behaviours that have the capacity
Centre X learners to seriously undermine these learners’
future wellbeing.
% of original ACE study % of Centre X participants
ACE scores
participants (n=>17,000) (n=23) The number of ACE categories
experienced by the learners (see Table
0 36.1% 4%
1) – for almost two-thirds, it was four or
more – was significantly greater than
1 26.0% 13% that found in the original epidemiological
study, where one eighth of the study
2 15.9% 9% participants reported four or more ACEs.
3 9.5% 9% The research also found a clear negative
relationship between the number of ACE
categories experienced by learners and
4 or more 12.5% 65%
indicators of their wellbeing.
The data provided by the staff tended
RESEARCH STUDY IN CENTRE X D
ifficulties in relation to physical and to back up or confirm much of what was
mental wellbeing and risk-taking self-reported by the learners themselves.
Methodology behaviours
The focus of NEPS’s research was on Comparing the learners to a national
key characteristics of the learners under A
dverse childhood experiences sample surveyed in 20124, the study
a number of headings: (ACEs) found that the learners in Centre
X were significantly more likely to
L earning profiles, including cognitive Information from school reports, report depression, attempted suicide,
ability and literacy and numeracy home visits, consultations with social substance misuse, parents not
competencies workers / Child and Adolescent together and parents with mental
Mental Health Services (CAMHS) health problems. Poverty, and the
4 Dooley, B & Fitzgerald, A (2012). My world survey. Dublin: Headstrong and UCD School of Psychology
18 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTSdrugs and involvement in the criminal
justice system.
ANALYSIS OF THE STUDY
FINDINGS
A major finding from the assessment
data was that many of the learners
displayed significant difficulties with basic
literacy and numeracy although the great
majority of them had no general learning
disability.
Of perhaps more significance is the
finding that the majority of the learners
in Centre X had suffered high levels of
adverse experiences growing up. It is to
the implications of this finding that the
analysis will primarily attend.
Table 2: Reduction in difficulties and risk-taking since joining Youthreach
We know from the original and
Difficulties and risk-taking behaviours whose Difference in reported experience
incidence were reported to have reduced of difficulties and risk-taking since subsequent ACE research studies
since joining the Youthreach programme joining Youthreach that adverse childhood experiences
are associated with negative physical
Involvement in criminal justice system -44% and mental health and a reduction in
emotional, social and economic wellbeing
Depression -39% in adult life. ACEs are essentially
experiences of neglect and abuse in
Anger management problem -30% childhood. They are damaging because
they produce developmental trauma,
-26%
and developmental trauma undermines
Use of illegal drugs
cognitive, neurological and psychological
growth and reduces the capacity for
Engagement in anti-social behaviour -18%
positive social interaction.5
Anxiety -18% An analysis of how childhood trauma
affects neurological growth and disrupts
Considered suicide -17% personal and social development is
needed to understand the educational
Attempted suicide -13% implications of the research study
findings.
Eating disorder -9%
PERSONAL AND SOCIAL
FORMATION
Personal and social skills do not simply
social disadvantage that frequently Youthreach programme. An important emerge naturally, they are acquired
accompanies it, were also considered to finding was that the learners reported a through learning. While many other kinds
be real issues for many of the learners in significant reduction in their difficulties of knowledge and skill are taught formally
the centre. and risk-taking after they began the and practised systematically – think of
programme(see Table 2), especially literacy, swimming, how to tie shoe laces
One aspect of the study concerned in relation to depression, anxiety and – emotional and social competencies
the impact of attendance in the suicide ideation and the use of illegal are mostly learned informally through
5 van der Kolk, B (2014). The body keeps the score: Mind, brain and body in the transformation of trauma. New York: Penguin.
6 Attunement. Being or bringing into harmony; a feeling of being "at one" with another being.
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 19interaction with others. And the others
that help small children first acquire
these competencies are their primary
caregivers, usually their parents.
The learning is experiential. Infants
who have a secure attachment with
their primary caregivers experience
attunement6, comfort and safety.
Secure infants discover they can trust
that they are safe, and to trust what
they feel and how they understand the
world. They have a sense of self-worth
and control, and engage in the world
with the confidence that they can make
good things happen. If they experience
difficulty or unpleasantness they know
their caregivers will attempt to alleviate
their distress and restore this sense of
safety and control. Over time, they learn Just as positive experiences assist with healthy brain development,
how to soothe themselves and how to
children’s experiences of maltreatment or other forms of trauma
regulate their own emotions.
negatively affects brain development.
Secure attachment relationships with
caregivers also form the framework for
acquiring social skills. Socialisation by subtle daily events that involve unlovable, expect others to reject them
involves becoming sensitive to the relational disconnects between children and view the external environment as an
inner experiences of other people and their caregivers. Infants and unsafe place and source of pain – limits
and learning appropriate ways of young children are extremely sensitive their expectations of their future life and
interacting with them. As they grow to breaks in interaction. If these reduces their motivation to invest in it.
older they are encouraged to engage disconnects happen too many times or
in socially acceptable ways of behaving for extended periods during the first few THE NEUROSCIENCE OF TRAUMA
and to develop a sense of social years of life, they learn not to trust that Just as positive experiences assist with
responsibility or conscience. The adults will care for them or that their healthy brain development, children’s
acquisition of socialisation skills is basic needs for security and relational experiences of maltreatment or other
dependent on awareness of others attunement will be met. This is the forms of trauma negatively affects brain
and the development of increased critical factor in disturbed attachment. development. This includes changes
self-regulation, both of which are to the structure and chemical activity
learned within the context of a secure The child’s experiences can be of of the brain (e.g., decreased size or
attachment. emotional absence, inconsistency, connectivity in some parts of the brain)
frustration, violence, intrusiveness and and in the emotional and behavioural
The acquisition of these kinds of neglect. Either response will cause a functioning of the child (e.g. over-
emotional and social competencies breakdown in their capacity to process, sensitivity to stressful situations)7. The
is disrupted or blocked when integrate and categorise what is brain adapts to the frequent presence
neglect, abuse and other kinds of happening, which reduces their ability of threat and this results in changes in
developmental trauma are present in to attend and to learn. emotional, behavioural and cognitive
childhood. functioning even when the source of fear
The negative working model that is no longer present.
CAUSES OF DEVELOPMENTAL children who have encountered
TRAUMA developmental trauma acquire – The environment, including the social
Developmental trauma can be caused whereby they see themselves as environment, has a very powerful
7 https://www.childwelfare.gov/pubPDFs/brain_development.pdf
8 Epigenetic: relating to or arising from nongenetic influences on gene expression
20 ETBI ISSUE 3 – 2017 SECTION 1 | NATIONAL AND EUROPEAN EVENTSepigenetic 8 influence on brain Educational responses Achieving retention in
development, determining which Research has found that the most education
genes will actually be expressed effective ways for schools to enhance It is also necessary for young
and which will not. This leads to young people’s general emotional people who need help with learning
what neuroscientists refer to as and social wellbeing is by ensuring emotional and social competencies
the “plasticity of the human brain”, that there is deliberate focus on to be successfully retained within an
meaning that it is capable of changing the development of students’ educational setting.
in response to experiences, especially emotional and social competencies.
repetitive and patterned experiences. An environment that enhances Extensive research into how to
Because of this plasticity, positive competence and wellbeing is one that maintain young people in education
experiences in later life can mitigate consciously fosters warm relationships, or training has been commissioned
some of the worst effects of earlier encourages participation, develops by the OECD and EU in recent years,
trauma. A negative environment has pupil and teacher autonomy and much of it based on the recognition
a damaging effect but a positive cultivates clarity about boundaries, that there is a need for alternative
environment has an ameliorating rules and positive expectations. measures such as second chance
effect, precisely because the brain pathways. There is agreement
forms in this “use-dependent” fashion. Three factors are thought to influence that policy measures need to be
whether children who have suffered diversified, tackling different issues
The period of adolescence provides adverse experiences will go on to along the road to employment and
a particularly fruitful opportunity develop educational competencies. paying attention to vulnerable groups
for intervention because synaptic These are 1) a strong surrogate that are more likely to comprehend
pathways that were formed earlier in caregiving figure who serves a multiple disadvantages. These more
life become pruned in adolescence mentoring role; 2) the development disadvantaged and vulnerable groups
and new ones established. Thus, it of good cognitive skills; and 3) need a student-centred, individualised
is possible to help a child to learn learning how to self-regulate attention, approach to learning – for example
emotional and social skills that will emotions, and behaviours. In the through guidance, mentoring,
serve them well in their adult lives educational context, this requires of individual learning plans or case
and to unlearn ways of thinking and teachers that they play a care-giving management – which are core features
behaving that may have assisted them role and form a relationship based on of compensatory measures to reduce
to survive childhood but are no longer this with their learners, that they help early leaving from vocational education
helpful or protective. them to succeed in academic and and training.
vocational tasks, and that they support
IMPLICATIONS OF STUDY them in learning how to regulate their The recommendation that second-
FINDING emotions and manage their behaviour. chance education should be different
The Centre X findings of a clear from mainstream education and
association between level of ACEs and The principal focus for the teacher is more focused on personal and social
susceptibility to physical and mental on the creation of a connection with development is common across the
health difficulties and engagement the young person, which involves ESL research and policy literature. The
in risk-taking behaviours can be said trying to understand where they building of staff capacity was deemed
to bear out the general research are coming from, managing their another element in good practice, with
literature on the impact of trauma. own reactions carefully, modelling teachers seen as a key factor in young
emotional regulation, avoiding power people’s learning at school and one
This developmental view of learning struggles and being careful not to of the major agents for educational
indicates the important role that reinforce negative internal working success.
education can have in helping young models by causing humiliation or
people affected by developmental experiences of rejection. The teacher CONCLUSIONS AND
trauma. The fulltime attendance by attempts to construct a calm and RECOMMENDATIONS
these early school leavers over a regulated environment that is based on NEPS’ 2016 research study in Centre
two-year period in the Youthreach structure and consistency, sets limits X presents evidence of the existence
programme provides a very significant on unacceptable behaviour, employs of a significant level of difficulty and
opportunity to intervene and mitigate consequences rather than punishments risk in the young people attending
some of the most damaging effects of and encourages the young person to this typical Youthreach centre. And as
their early life experiences. heed and understand their feelings. there is no reason to see this sample
SECTION 1 | NATIONAL AND EUROPEAN EVENTS ISSUE 3 – 2017 ETBI 21You can also read
