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This Concept Map, created with IHMC CmapTools, has information related to: RESEARCH QUESTIONS 4& 5, RESPONSE PATTERNS These students have each other as mutual support ; You can see the increased confidence in the students interactions in the school 8 students in Yr 12 have gained the extra 2 points from completing VAL competencies that have been critical to the attainment of QCE for them. Created a home for PI students in the Student Services Pod Increased trust of PI students in GO staff More self referral ; Increased exposure of school nurse ( These services poorly accessed by PI students previously ), RESPONSE PATTERNS As identified by CO- RESEARCHER, RESPONSE PATTERNS Yr 8 have “done’ the program and enjoyed it They felt connected but not much happens outside the program A number of students have turned it around though this can be attributed to many things rather than simply the PIMSIP program Little improvement in parent involvement in schools, RESPONSE PATTERNS The kids report to us that they enjoy the program Comments are positive kids want to go The students have built strong relationships with the team “ They can come in, go “BLAH “ to debrief the home experiences ; Then they can go off to do “ maths “ We see kids in a different light where developing resilience to cope is important The program helps getting a bit of a run up down the hill to get the momentum up the hard slope . Better than getting stuck at the bottom where it all becomes too hard /and kids ask Is it worth it ???? Key messages seem to be getting through – You are worthy; celebrate your diversity The VAL program seems to fit the original philosophic intent despite it being an “add on” in 2011. Has credibility and seems to be building leaders. The VAL team has done a great job with students developing a sense of belonging as a group. and gaining credit towards QCE The students were engaged and relaxed for a period off school work The intention is there ( cultural identity /who they are )but the skills missing No improvement in behavior outside the program No transfer of skills, RESPONSE PATTERNS The project provides a bridge between a classically western model of education and a young person’s home and community expectations. It allows young people to celebrate and engage with their culture in a positive way, RESPONSE PATTERNS boundary partner responses Chritianity is very strong in our culture We do this for God as well as ourselves have been able to help my bother with his school plans Yr 10 don’t think about the future so I have been able to help I think I’m a better person ; It’s easy for other people to look down on you BUT I’m the one ;Its up to me whether I listen or not ; I can achieve my goals ( despite the put downs ) Workplace skills I’m now confident going to interviews I’m ready for the job. We are better role models for other students We never mixed with the girls Now we help each other out, RESPONSE PATTERNS As identified by SPONSORS, RESPONSE PATTERNS As identified by COMMUNITY PARTNER