1 Services and Support Available to Youth throughout the Life Jou rney to Adulthood (0 - 25) An analysis of how the developmental needs of youth are met by local and central government funding of services and support. A research project comp l eted as part of an i nternship at the Christchurch City Council Laura Quaid 2017 2 Abstract The developmental needs of youth throughout their journey to adulthood (0 - 25) requires support from a broad network of friends, family, community and local serv ices. Throughout a youth's life journey, significant change and development influences their experience. The support of social services, such as health - care, education, play - groups, libraries and recreational activities can enhance a youth’s experience and result in positive long term outcomes. This includes improved mental health and wellbeing, greater participation in society, improved educational outcomes and reduced rates of unemployment and poverty later in life. This report identifies the developmen tal stages, including cognitive, social and physical development and the services that are available at these stages. This report has identified two critical developmental stages, that require services to target developmental stages. These stages are the e arly years of a child's life namely 0 - 5, and the teenage years. This is due to the critical cognitive , social, and emotional development occurring throughout these stages. It is recommended that the distribution of funding reflect the critical stages in the developmental journey, whilst contributing to positive youth development outcomes. Areas of focus within service provision should include, holistic development, early intervention, participation and effective uses of public spaces. Interviews with ke y organisations and grant funders revealed that the amount of funding far out weighs the need in communities. Therefore, the provision of services must be funded towards greatest need and positive outcomes. It was revealed that organisations spend a signif icant amount of time navigating the different funds and grants, increasing costs of the organisation. Therefore, a streamlined and collaborative approach to funding would improve outcomes. 3 Table of Contents INTRODUCTION ................................ ................................ .............................. 5 Research Background ................................ ................................ ................................ ............................. 5 Research Purpose ................................ ................................ ................................ ................................ .... 6 Aims and Objectives ................................ ................................ ................................ ............................... 7 LITERATURE REVIEW ................................ ................................ .................... 7 Social Capital and Networks of Support ................................ ................................ .............................. 8 Youth Development ................................ ................................ ................................ ................................ 9 Disaster Recovery ................................ ................................ ................................ ................................ .. 11 DEVELOPMENTAL STAGES ................................ ................................ ........ 12 The Early Years (0 - 5) ................................ ................................ ................................ ........................... 12 Infants (0 - 1 year) ................................ ................................ ................................ ................................ 13 Toddlers (1 - 3 years) ................................ ................................ ................................ ........................... 13 Pre - schoolers (3 - 5 years) ................................ ................................ ................................ ................... 14 Childhood (5 - 10 years) ................................ ................................ ................................ ......................... 14 Young Teens to Teenagers (11 - 18) ................................ ................................ ................................ ...... 14 Young Adult (18 - 25 years) ................................ ................................ ................................ ................... 16 SERVICES SORTED BY D EVELOPMENTAL NEEDS ................................ 17 Ages 0 - 5 and Parental Support ................................ ................................ ................................ ............ 18 CASE STUDY: PLUNKET ................................ ................................ ............. 19 Ages 5 - 10 ................................ ................................ ................................ ................................ ................ 21 Case Study: Big Brothers Big Sisters ................................ ................................ ................................ .. 22 Ages 11 - 18 ................................ ................................ ................................ ................................ .............. 22 Case Study: Q - Topia ................................ ................................ ................................ ............................ 23 Ages 18 - 25 ................................ ................................ ................................ ................................ .............. 23 Case Study: Gap Filler ................................ ................................ ................................ ......................... 24 FUNDING ................................ ................................ ................................ ....... 26 Council Funding Outcomes and Priorities ................................ ................................ ......................... 26 Strengthening Communities Fund ................................ ................................ ................................ ..... 28 Community Resilience Partnership Fund ................................ ................................ .......................... 28 Youth Development Fund ................................ ................................ ................................ .................. 29 Case Study: Rata Foundation ................................ ................................ ................................ ............. 29 4 Wayne Fran cis Trust ................................ ................................ ................................ .......................... 29 YOUTH SERVICES RECOM MENDATIONS ................................ ................. 31 5 Introduction Research Background A young person experiences significant change and development through their li fe journey. These developmental needs require the support of parents/caregivers, friends, extended family and the wider community. The ability to access life enhancing services, such as recreational activities, after - school care, play - groups, libraries, me ntorship or advice can shape outcomes throughout the life stage. These services should be equitable and inclusive, distributed evenly across the city, affordable and should cater for the varying needs of youth throughout their life journey. The ability f or youth to access and be involved in a range of services throughout their life journey has been shown to link to a number of positive outcomes. This includes improved mental health and wellbeing, greater participation in society, improved outcomes in educ ation and reduced rates of poverty and unemployment later in life. Therefore, this research will analyse the developmental needs of youth, how this is provided for through central government and local services, and whether there are particular groups or sp ecific needs that are missing out on crucial life enhancing services. The service provision in Canterbury is funded by Central Government, local councils, trusts and charities. Funding is dependent on the societal needs at the time, following the Canterb ury Earthquakes there has been a significant focus on mental health and wellbeing funding through holistic initiatives and health services. The significant areas of focus within funding now and looking forward are child and youth, elderly, The Christchur ch City Council supports the strengthening of communities through a number of initiatives and enabling mechanisms, including grant funding 1 . The Council works at a city - wide and local level to assist communities, and voluntary organisations to support the wellbeing and diverse needs of youth and children. These range from services provided to children and youth, and services led by the community. Enabling youth 1 (CCC, 2007, p. 201) 6 participation in community issues and development is a key focus of Council service provisions. Positive youth development is closely linked to healthy families, strong communities, healthy schools and supportive peers 2 . Youth development needs are shaped by the cultural contexts, the social and economic environment, and natural changes in the envir onment. This includes trends such as rising living costs, a rise in single - parent families, changing structure of the family and an increase in working parents. Research Purpose This research was initiated by the Christchurch City Council (CCC, referred to in this report as 'the Council') as a part of a four - month internship within the Community Support, Governance and Partnerships Unit. Specifically, this project was developed with the youth community advisor. The Council expressed a desire for evidence based research that would help to influence funding decisions to improve outcomes for youth through the provision of services and support. The Councils initial ideas for this project was to; T rack a life journey from birth to young adulthood (0 - 25). To look at the developmental stages in this journey, and to analyse what services and supports are offered by central government, and at a local level for children and young people. This research will help us understand are there any gaps and/or duplication i n services, and where and what children and young persons’ services/providers Council should invest in. A key objective of Council is to understand and document communities' trends, issues and imperati ves, enhance en gagement and participation in local - dec ision making and ensure that communities have access to facilities and services that meet their needs. This project acknowledges and aims to enhance these objectives. 2 (Ministry of Youth Development, 2002) 7 Aims and Objectives The following research question was formed out of an understanding of the need expressed by the Council and a review of relevant literature. This research question will shape the focus of the research; To analyse the extent to which the developmental needs of youth (0 - 25) are met by local and central government funding o f services and support. Several objectives were formed to shape the nature of the research project: • Undertake a review of relevant literature on developmental life stages, service and support needs, youth development strategies and social capital • Identify the developmental needs of youth in relation to the provision of services available in Christchurch, New Zealand • Understand what services and supports are offered through Central Government, local Council, and non - governmental funding processes • Identify t he gaps and/or duplications in services in relation to age sectors and developmental needs • Make recommendations on areas of focus, service provision, support initiatives and funding processes based on interviews with relevant organisations and literature t o improve outcomes for youth This research is timely and fills a gap in existing literature. Greater knowledge about the needs of youth will help to inform the Council 's funding strategies to invest in positive social outcomes and will ensure the provisio n of services to youth are directly related to the needs of the population specific to Christchurch, New Zealand. Literature Review This research is influenced by the ideas of social capital, social connectedness, and participation. More broadly the idea s of positive youth development, and post - disaster resilience have shaped the ideas of the research. A significant objective of the Council is to fund and support the provision of services and facilities that enhance these ideas. It is understood 8 that a gr eater level of social connectedness and participation in local - decision making will improve social, economic and environmental outcomes. Youth are a significant priority within local, central and non - governmental organisation al strategies. In particular, y outh that are marginalised from broader support networks such as family, community, education and peers are at - risk of negative health and social outcomes. Therefore, service provisions are designed to provide protective factors to youth. Social Capital and Networks of Support Community resilience is enhanced through the establishment of social capital and a strong social network. Resilience enhances the ability of youth to cope with adversity, including exposure to natural disasters, unstable social rela tionships, and exposure to poor life choices. Resilience is a term borrowed from physics, it define s a systems ability to maintain stability after displacement 3 . Resilience and vulnerability provide a valid framework for analysing the ability to respond an d adapt to environmental and societal changes 4 . The concept has been recently applied to systems, communities and individuals and more recently the concept of 'social resilience' has been introduced. Social capital is an important idea within the frame work of this research as it defines the relationship between individuals and their larger communities . Literature has expressed the importance of neighbourhood social capital (e.g. support and social networks ) in protecting against risk factors (e.g. soci al 3 (Norris, Stevens, Pfefferbaum, Wyche, & Pfefferbaum, 2008) 4 (Adger et al., 2011) Figure 1 Brofenbrenner's Model of Ecological Systems 9 threats, crime, bullying) 5 . It has been analysed that the neighbourhood social conditions have a significant impact on child and youth behavioural outcomes. The ecological systems theory conceptualised by Bronfenbrenner conceptualises how the social env ironmental context impacts on developmental outcomes. Figure 1 demonstrates the interrelated levels of social systems, where the individual characteristics, the familial relationships and the social services and th eir relationship with the individual are important determining factors on developmental outcomes. The types of social capital formed at the micro level include trust, sharing and informal support. These aspects are enhanced by the exo - system of more formal organisational structures which build on the strengths of the community. Strong social cohesion at a local scale is enhanced by the number of organisations in the area, level of participation and the level of connectedness 6 The Council measures the le vel of resilience of a community through a number of factors shown in Figure 2 The s trength of these connections and the ability to draw on wider networks of support during tough times is an important determining factor of youth wellbeing. Youth Development Youth Development is based on a consistent strengths - based approach. Strengths are positive factors that have the potential to enhance life 5 (Vieno, Nation, Perkins, Pastore, & Santinello, 2010) 6 (CCC, 2014) Figure 2 Community R esilience Christchurch Central 10 opportunities and promote good health and wellbeing. They can reduce the impact of negative events and help young people resist risk - taking behaviours. An organisation that takes a strength - based perspective works to facilitate the identification of clients' strengths and resources to help them achieve their goals. A str engths - based approach recognises that both risk and protective factors are prevalent throughout a young persons life. This approach emphasises empowerment, putting the individuals strengths at the centre of there development. Risk factors increase the like lihood of difficulties in life and poor health and wellbeing. Young people need support for healthy development. Protective factors or strengths include: • Social skills - effective communication, ability to resolve conflicts and form relationships that pro vide a healthy support network • Emotional skills - be able to recognise and deal with a range of emotions effectively. • Physical skills - coping with physical changes • Autonomy skills - ability to make decisions, seek advice and be independent. • Passion - interest s, dreams, and goals for the future A strengths based approach fits into the broader framework of positive youth development. Positive Youth Development framework refers to developing connections and achieving key outcomes of developing the whole person a nd developing connected communities. The approaches to achieve this are strength based, through respectful relationships and building ownership and empowerment. Positive youth development focuses on p ositive outcomes and is proactive through empowering y outh and prioritising community - led initiatives. This is contrasted from traditional youth services which focus on problems, are reactive to situations arising and look at youth as recipients of programmes or help. 11 There is a demand for services that sup port the formation of strengths that protect youth from risk - factors. The need for services is varied due to the many developmental stages of young people and the various diverse social, cultural and economic needs of the cities population. Services for yo uth should also be distributed evenly across the city, be inclusive and open to all, and affordable to residents and funders. It is important for services to give agency to youth to participate in the community and lead development. These initiatives will maximise community connectedness and youth identity as well as providing a range of public benefits including strengthening communities 7 Disaster Recovery On a local scale, Christchurch children have been significantly affected by t he Christchurch Earthq uakes. Children aged between 2 and 8 years during the 2011 and 2012 Earthquakes are said to be particularly vulnerable to post - traumatic stress disorder due to their lack of understanding of events Children affected by the Earthquakes are shown to be irri table , clingy, aggressive and sometimes withdrawn. Some students have difficulty concentrating, learning and working in groups. This is causing developmental delays and is expressed in negative health o utcomes. There is a shortage of research about the lon g - term effects of trauma and how this will affect the long - term development of children into young adults. However, we know that i t is important for young people to have a strong social network made up of positive connections . This includes connections w ith family, community, peers, school, and work environments. Strong connections to these environments is said to foster and protect children throughout their development 8 The relationships with others fosters social capital, which can be an importa nt tool to cope with adversity. The term 'social capital' refers to the intangible resources of the community, shared values and trust which an individual can draw on in daily life. Social capital is an asset that shapes positive outcomes and can be developed thr ough involvement in a supportive environment. 7 (CCC, 2007) 8 ibid 12 Developmental Stages The developmental stages below outline the milestones and developments experienced during the age brackets 0 - 5, 5 - 10, 11 - 18,18 - 25 . Although no child experiences a standard developmental tr ajectory, it is of value to utilise developmental stages as a framework to unders tand the needs of youth at different stages. It is then possible to understand the services required to maximise positive youth outcomes. The individual and community factors that influence a deviance away from standard developmental trajectories can provide a basis for understanding the need for services to contribute to reducing inequalities. The Early Years (0 - 5) Life Stages Physical Cognitive Social 0 - 1 year Developing c ontrol and strength. Able to: • Crawl • Play with objects, pick things up • Increasingly mobile • Sit - up unaided • Stand un - assisted • Walk without help Becoming more aware of their surroundings: • Interest in their surroundings • Forming sounds, imitating noises and res ponding to verbal and visual cues • First words Form attachments: • Strong attachments to parents/ caregivers • Require attachment to settle • Feels anxiety when left with a stranger or separated from a parent 1 - 3 years Increasing mobility: • More confident walking • Balance • Hand - eye coordination • Hold a crayon, draw and colour • Run, jump and kick Becoming more independent: • Increasing vocabulary • Develops a sense of time and routine • Assert preferences Social interaction increasingly important: • Learning through games, imitation and imaginative play • Express emotions and recognise emotions of others 3 - 5 years Develop better movement and balance skills: • Ride a tricycle • Throw and catch a ball • Refine motor skills, such as jumping, running and climbing Rapid increase in v ocabulary: • Form sentences • Use correct words and phrases • Learning is advanced through conversations and being read to Forming relationships: • Establish trust and comfort with others • Important to form friendships with other children to become more independent 13 The early years of a child's life are a crucial time in human development . “The foundations for virtually every aspect of human development – physical, intellectual and emotional – are laid in early childhood. What happens during these early years (star ting in the womb) has lifelong effects on many aspects of health and well - being – from obesity, heart disease and mental health, to educational achievement and economic status.” 9 The brain is shaped by experience, when a baby is born the brain is 25% dev eloped, by the age of 3 its brain is developed to 80% and by the age of 5 it is 90% developed 10 The interaction from a parent or caregiver have a profound effect on the development of behavior and character traits that influence long - term development. Inf ants (0 - 1 year) The experiences of infancy and early childhood are said to have a significant effect on children's immediate and long - term well - being and development (Smith, 2013). An infant experiences rapid development in the early years, these mileston es influence a child's lifelong capacity for learning, forming relationships and contributing to society. Young children are particularly influenced by their surrounding environment and require the opportunity to develop and learn in supportive settings in order to achieve the developmental stages. Toddlers (1 - 3 years) The developmental stage described as 'toddler' refers to the age bracket from 1 - 3 years old. During this time, toddlers experience rapid physical and cognitive development . The brain is sti ll developing during this time, therefore children require stimulation to increase mobility, communication and a general awareness of themselves and their surroundings. Children require support to be able to talk, participate in activities and thrive durin g imaginative play. 9 (Marmot, 2010) 10 (McCain, 2007) 14 Pre - schoolers (3 - 5 years) It is common for 3 to 5 year olds to attend some form of Early - Childhood education as parents return to employment. It is important for children to socialise with other children during this stage to learn the values of sharing and friendship. They require an attentive caregiver to stimulate their learning and improve their speech, play and social interactions. Childhood (6 - 10 years) The start of primary school is a significant milestone in a child’s life - stag e. School life helps to establish a sense of routine and fosters significant cognitive development. Children are interested to learn and form relationships with friends. During primary school, children experience significant cognitive de velopment within th e classroom through learn ing new skills and become more confident with their abilities. Young Teens to Teenagers (11 - 17 ) During this life stage, young teens experience significant physical changes leading up to puberty. A growth spurt in heigh t and weight is accompanied by Life Stages Physical Cognitive Social 6 - 7 years • Growth spurt • Capable at sport • Very active but requires rest and quiet activities • More independent • Able to follow inst ructions • Rapidly increasing their vocabulary • Writing simple stories • Punctuation and spelling improving • Identifying patterns and shapes • Friendships are very important • Understands the needs of others • Developing self - esteem 8 - 10 years • Increase in body streng th • Refined group game skills and team sports skills • Slow and steady growth • Reading independently • Confident with addition, subtraction, multiplication and division • Identity is influenced by peers and school • Belonging to a peer group is very important • Abil ity to resolve conflict between peers 15 hormonal changes which influen ces changes in physical appearance. The brain is still developing, the prefrontal cortex, the section of the brain that regulates risk and behaviour is undergoing maturation. Therefore, youth are more likely to "venture away from the family and toward incr easingly novel and adult - like activities" 11 . It is argued that during this age range the prefrontal cortex has not yet matured to the point where risks can be adequately assessed and control over risk taking is minimised. This makes youth particularly vulne rable to the changing environment of friendships, family and school. 11 (Spear, 2007) 12 (Steinberg, 2005) Life Stages Physical Cognitive Social 11 - 13 years • Growth spurt in height and weight • Puberty begins (between 11 - 14) • Mood swings due to a difficulty in coping with intense emotions • Consc ious about physical appearance and development in relation to others. • Interested in different topics, sports and subjects • More complex math problems • Literacy development, involves being able to write longer texts and read and understand literature • Increas ing independence away from parents • Friendship are very important, but can be unstable as children struggle with their identity. • Desire to conform • Romantic relationships are explored. 14 - 18 years • Hormonal changes • Change in appearance and feelings • Growth and weight increase • Changes in hair growth • Development of breasts (girls), changes in voice and a maturation of genitals • Brain development in the particular brain regions that regulate behaviour, emotions, risk and reward. 12 • Difficult to regulate feelings due to hormonal changes • Identify with a peer group • Social status is important • Form loyalty and trust to particular people • Peer pressure • May become sexually active as they explore their identity 16 Young Adult (18 - 25 years) Most young adults aged 18 and o ver will have completed physical maturation, and will seek to evolve cognitive and social aspects of their life. This life stage is characterised by significant cognitive development through the exposure to a variety of post high - school options. The knowle dge learnt at high - school are able to be applied to a variety of contexts including tertiary study, employment or travel. Social networks are important for mental health and guid ing decision making . Individuals respond to identity formation by forming new relationships that match emotional needs. Life Stages Physical Cognitive Social 18 - 25 • Most will have completed physical maturation by age 18 • More autonomy in own health and wellbeing • Adapt to adult responsibilities and roles • Transform skills learnt at school into a trade, work or higher education • Greater autonomy and decision making skills • Enter into sexual and emotional relationships • Move into adult relationships with parents • Peer group is less important for identity and behaviour 17 Service s Sorted by Developmental Needs A strong social network is important for providing crucial life enhancing resources and support to youth. Services are provided on a central government, local level and through the charitable sector. A number of crucial services are fu nded and supported by local government in order to provide positive life outcomes for the wider community. Research has shown that i t is important for the availability of services and support to match the developmental needs of youth. As well as organisati ons, there are a number of broader support networks available to youth. Support networks such as family, church, peers, community, education, health services and employment can provide various levels of social capital and support. The nature of these suppo rt networks and the need for the support will transform throughout the life stages. The support and resources embedded in social networks are particularly important for youth who face adversity or an increased exposure to risk factors. The objective of a strong social network and accessibility to services and support throughout the life stage is to limit the likelihood of risk factors transforming into poor outcomes. Risk factors that occur throughout the life stages include, poverty, mental health issues , inequality, bullying and exposure to drugs and alcohol. An inability to access crucial life enhancing resources can transform these risk factors into poor outcomes that continue into later in life. 18 Ages 0 - 5 and Parental Support During the first 5 years of life, a healthy child - parent relationship is important for fostering cognitive, physical and emotional development. Therefore, services and support provided to children aged 0 - 5 is orientated around providi ng information, health assessments and advice to assist parents in providing the necessary care to ensure children meet developmental milestones. Age Range Support Needed Services Available 0 - 5 • A par ent/caregiver to interact with the child, play, read and talk with the child • Assistance to parents to monitor children's developmental growth and give advice • Establish healthy attachments • Cognitive Stimulation • Interactions with other children • Health check s • Parent support and advice • Toy Libraries • Early Childhood Care • Learning resources • Library • Community Pools • Playgroups • Parent groups • Community groups 5 - 10 • Learning support • Participation in sport and hobbies • Friends • Before/After school programmes • Extra - cu rricular activities • Life skills • Youth groups • Mentorship / Role model • Sports clubs • Tutoring / Learning Support 11 - 18 • Advice • Mental health support • Teen pregnancy • Post - school options • Sexual and gender identity support • Music, sport and recreation activitie s • Future guidance to focus and motivate young people • Mental Health Support 18 - 25 • Young mother support • Advice about carers/pathways • Drug and alcohol rehabilitation • Mental health support • Sexual Health centre • Employment and training facilities 19 T he first few years of a Child's life are an important time for cognitive stimulation and learning , due to th e continual development of the brain Accessing services such as playgroups, toy libraries, community centres, parks and libraries are crucial in increasing social interactions and learning opportunities. Getting a child involved in activities and interac tive play helps to stimulate speech development, increase motor skills, coordination and establish a routine. It is important for parents and caregivers to prepare children for the start of primary school. This includes cognitive, social and emotional de velopment. Early Childhood centres assist in childhood development and readiness for school. Children aged 3 to 5 are entitled to 20 hours of Early Childhood Education free per week. This service provides educational, social and physical support for young children. Case Study: Plunket Plunket has identified the significant benefits of services that provide holistic support to parents and children in the early years of life The long - term benefits of early childhood support is significant, it is referred to as " a positive investment into youth development " Plunket provides a range of s upport services through a variety of methods to ensure healthy development and wellbeing. The range of services are successful in applying a multi - layer approach to support and developmental need. Plunket works within communities and has a family approach to ensure the best start for every child. Plunket's 'Well Child/Tamariki Ora' service is funded by central government due to the significant benefit this service has on the health sector . Plunket nurses operate drop - in centres, clinics and home visits for new families. These health checks, provide developmental assessments throughout early childhood as well as information and support to ensure the best start. These servic es focus on building a healthy attachment between parents and children. Plunket also takes a community development approach to addressing issues and improving opp ortunities locally , through facilitating the 20 development of services within communities. These services are based on needs and are often formed out of need expressed by communities. These services are reliant on funding from local councils, the philanthropic sector and the work of volunteers. Lyttelton Tiny Tumblers (Funded in the 2016/17 $1,400) An example of a community service that has been facilitated by Plunket to meet a need in the community is the Lyttelton Tiny Tumblers. The Lyttelton community expressed a need for spaces and activities for under 5's. Plunket coordinators were able to faci litate a new soft play based activity in the local recreation centre. This activity meets the developmental needs of youth, including providing a supportive environment to encourage participation and enjoyment that assist children to develop at their own r ate. The main focus of the programme is to develop fundamental movement skills , encourage learning through play and discovery, and develop healthy attachments between parent and child and with other children. The programme also facilitates an opportunity f or parents to make social connections and develop support networks within thei r local area. Funding is currently sufficient for one tutor to facilitate the event, it has been identified that another tutor to supervise children would enhance the exper ience for parents, enabling an opportunity for parents to form vital social connections Parent Education Groups (Funded in the 2017/18 $2,700) Parent support groups pose an opportunity to gather people together to address the immediate needs of making social c onnections and checking that babies are healthy. Following this initial meeting there is an opportunity to identify the needs of groups and refer people on to additional services or add services in to the existing programme. By being really involved in the community, coordinators are able to identify these needs and create services to help in the community. This goes beyond other youth services that seek to provide to a specific need. A gap in service provision was identified in the Riccarton community. T he Riccarton Area Unit has a high proportion of peoples identifying as being of Asian ethnicity. Therefore, Plunket identified a need to offer a Parent