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Key Learnings (Playford 10 Project) - Coggle Diagram
Key Learnings (Playford 10 Project)
Community
Role of the school
Parent's involvement
Building relationships with clubs
Not enough for the program staff/volunteers to be in community with children - has to extended to families (to ensure child can stay connected with activities) and outlying community (so that children can continue accessing opportunities when their time with Playford 10 is over)
Need for genuine want to build opportunities with no conditions needing to be met by children/families to receive them
Practice approach
Theory/practice gap
How the practice process formed and shaped our approach towards the rsearch
Managing the external expectations created by funding/need for a certain type of evaluation
Practice model evolved with each phase of program, and was difficult to consolidate into a traditional Theory of Change because the way the program influences children is not neat or linear in many cases
Wyatt funding allowed flexibility for practice development
Mentoring
Initial idea was to match adults and kids based on enjoyment of activities
Informal process is needed, because connection had to be organic - could not just match kids and adults based on what they liked because that was not the basis for connection
Issue of sustainability - hard to maintain these connections long-term before embedding community into the program
System/service integration
Having a project that was funded by Council but also sat somewhat outside of it
Referral pathways unclear, and trying to refer a family to available services often went nowhere because they were not coordinated
Department of Human Services stuff (Ali, your input might be good here)
Role of practice knowledge
Had to take actions outside of scope of program in order to mitigate clear gaps in services (every referral from the program failed)
Poverty system and how it disempowers the families involved in Playford 10
Having to respond to extreme need in order to help families remain engaged e.g. skip, nits
Difficulties in seeking the right advice
Positive engagement
Non-conditional attendance of program (no exclusionary practices and a compassionate response to behavioral issues)
Non-stigmatising selection process - the advantage of targeting a whole cohort at once
A network of adults who care, and exposure to "trusted adults" unrelated to school or family context
Importance of enjoyment and developing clear hobbies/interests
Soft skills
Initial focus of the Project on employability, as informed by the Playford Youth: A New Story report
Socio-emotional competencies mainly focused on (confidence, resilience, willingness to try new things)