School Region/ LGA: Playford
Good News Stories
Story 1
Cohort: 2010
Year level: 10
Age: 15
Sex: F
Disability Type: High Anxiety (Severe) Depression (Severe) Other Mental Health Issues (Severe)
Risk Factors: Unsafe Living Environment (Severe)
Engagement level on program entry: 50 – 74%
Population Group (GOM, Aboriginal, Refugee): No
This student was referred to Better Pathways due to severe mental health issues. The student was
involved in an accident where she sustained multiple facial lacerations and scarring. The student
presented as very self-conscious and extremely low in confidence. The family dynamic is fractured,
with the student receiving limited parent/caregiver support.
The Pathway Worker has worked extensively with the student to build her confidence through a
variety of strengths based approaches. The Pathway Worker and the school have noted a significant
change in the student’s self-perception. When the Pathway Worker first started to work with the
student she would not approach the librarian to borrow her own library books. Over time they
worked on self-esteem which built the student’s confidence. The students gain the courage to
approach her local veterinary clinic to seek out work experience opportunities.
The student recently graduated from the Youth Opportunities Personal Leadership Program – during
the graduation the student acknowledged the support offered from her Pathway Worker.
Update
With the support from Pathway Worker the student has been attending counselling at Head Space
to build confidence and self-esteem. The student has had a few setbacks but continues to build her
confidence and develop resilience. The student has started to trust and try new things such as
getting her hair cut. This has been a major obstacle for her as she previously wouldn’t allow this as
she used this to cover her facial scarring.
Story 2
Cohort: 2010
Year level: 10
Age: 17
Sex: Male
Disability Type: Diagnosed Learning Disorder, Speech Impairment, Post Traumatic Stress, Multiple
Behavior Issues, Personal Vulnerability, Medical Problems & Other Mental Health Issues.
This student has a severe speech impairment which makes it difficult to talk and communicate. The
student had low self-confidence due to his inability to clearly communicate to other people. This
student and his guardian were told by teachers that he was only suitable for a pathways option at
Bedford Industries due to his disabilities.
The Pathway Worker and student felt that he could achieve more and explored the option of work
experience at Elizabeth East Supermarket. The supermarket Manager was keen to give student a go.
The student worked for 3 days with his Pathway Worker’s support and achieved excellent results.
He was able to carry out all the tasks expected and more including facing up shelves, restocking
shelves, disposing of cardboard and rubbish in appropriate bins. The student worked the majority of
time without the need for help and was self-motivation and directed. The Pathway Worker was
really impressed with the student and his successful placement and the way he conducted himself.
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The Manager was extremely happy with the student’s work and has offered a casual position in the
future.
Update
The student is still moving forward although he has had a couple of setbacks including developed
crippling of his hands which affects many areas of his life. He has now enrolled in Army Cadets & is
enjoying meeting new friends & enjoys the lifestyle.
The student continues to go to speech therapy & his speech continues to improve. However the
Guardian is concerned that the student is still receiving school work that is too young for him, even
though they have had many meetings with the school with little success. The student and his family
are still engaging with his Pathway Worker.
Story 3
Cohort: 2010
Year level: 10
Age: 15
Sex: F
Disability Type: Severe Medical Issues
Risk Factors: Medical Issues
Engagement level on program entry: 25 – 49%
Population Group (GOM, Aboriginal, Refugee): No
This student was extremely disengaged from the school environment and had severe medical
conditions. When the Pathway Worker first engaged with the student in 2010 and the student had
only attended school for three weeks for the whole year and as a result the student was
recommended for a FLO enrolment. The Pathway Worker was able to support the family to build a
relationship with the SYC Case Manager. Initially, the student was reluctant to engage in any FLO
programs, however after coaching from her Pathway Worker and family support the student
registered for Labs n Life and What’s on your IPod.
Next term the student will attend courses 4 days a week. The student has recently graduated from
12 – 25 photography. At a recent exhibition the student was awarded a $50 voucher for her art work
as well as winning a 1 day work experience opportunity with a professional photographer.
Update
This student has just completed her introduction into Animal Studies at Adult Para West. She has
been doing 1 day per week at Para West and 2 days a week at school completing her studies in
English and Math for SACE accreditation. She is going to continue Cert 1 in Animal Studies in 2013.
Her study group has been rewarded with an overnight stay in Sydney and she is very excited/
nervous about going as this will be her first night away from home.
Story 4
Cohort: 2010
Year level: 10
Age: 15
Sex: M
Disability Type: Borderline IQ & Epilepsy
Risk Factors: Social/Emotional/Severe withdrawal or depressive like behaviour/Lack of assistive
devises
Engagement level on program entry: 25 – 49%
Population Group (GOM, Aboriginal, Refugee): No
The student experiences severe withdrawal/depressive like behaviour and frequent seizure activity.
His doctors was in the process of adjusting his medications to help alleviate the amount of daily
seizure activity.
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The Pathway Worker explored opportunities with the student for a suitable work experience
placement. The student identified that he had a keen interest in working with animals and also
enjoyed tasks that were repetitive in nature. The Pathway Worker was able to secure a work
experience opportunity in the student’s own local community at a fodder store. The staffs were
happy for the Pathway Worker to provide full support throughout the work experience placement.
The student was able to engage in tasks such as: mixing feed for animals, feeding and caring for
animals, cleaning pens, picking fruit, customer service & stacking shelves. The student thoroughly
enjoyed the opportunity, especially the tasks that were repetitive and required little guess work due
to his short term memory issues. The Pathway Worker took photos of the student completing
certain tasks and this assisted the student to complete his PLP.
Update
This student has successfully completed his work experience at the local fodder store. There is the
possibility of the work experience continuing and also the option of part time employment. The
student has chosen not to continue with his year 12 studies as he would like to transition into
employment. In consult with his family the Pathway Worker has supported him by registering with a
job network provider and assisting him in finding employment.
Story 5
Cohort: 2010
Year level: 10
Age: 15
Sex: M
Disability Type: Epilepsy, Borderline IQ, Social & Emotional Disengagement.
Risk Factors: Severe withdrawal or depressive like behaviour
Engagement level on program entry: 25 – 49%
Population Group (GOM, Aboriginal, Refugee): No
This student has experienced severe trauma in the past after the death of his mother. The student
lives with a sibling with a disability. The Pathway Worker engaged with the student using a “softly,
softly” approach which was necessary due to the onset of seizure activity when the student becomes
anxious. The student currently participates in a modified curriculum, and the Pathway Worker has
been able to work with relevant school staff to support and build on the strengths based approach.
Update
The student is currently studying year 10 and a necessary component is that the student will
undertake work experience. The Pathway Worker has worked in consultation with the school to
secure a supportive work experience opportunity in line with the student’s career aspirations. The
employer is happy for the Pathway Worker to support the student throughout his placement. This
placement is scheduled to occur during the school holidays.
Story 6
Cohort: 2010
Year level: 10
Age: 16
Sex: Male
Disability Type: Early Indictors/Mental Health Issues, Learning Difficulties.
This student was not doing well at school, was socially anxious and suffers with an eating disorder.
The Pathway Worker started working with student but found it very difficult to engage the student.
The student was totally uncooperative with his Pathway Worker, unfriendly and would only speak in
order to argue with his mother. He refused to enter Pathway Worker’s vehicle or engage in any
activities with her. For almost a year, all contact with this student had been through his mother as he
refused to answer his mobile phone. The student’s mother has been very supportive of the Pathway
Worker and always contacted the Pathway Worker when any issues with her son arose.
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The student’s mum recently informed the Pathway Worker that her son had passed his VET test and
had an interview coming up for an IT course. It was at this stage he began to request assistance
from the Pathway Worker and asked if she could attend the interview with him. The Pathway
Worker was happy to support the student and felt a real milestone had been reached. The Pathway
Worker contacted the family to talk about the interview process and received a positive response.
On the day of the interview staff organised with the student’s mother to pick up his laptop from
home so he could provide evidence of his knowledge of IT. Staff reported that the student did very
well during his interview with very little assistance from his Pathway Worker. He spoke with
confidence and sold himself well for the IT course. When the interview was over the Pathway
Worker offered the student a lift home. After initially refusing, he then accepted and during ride he
spoke pleasantly with his worker and they had a meaningful conversation for the first time. This is a
really good example of how assertive engagement can pay off with the most difficult to engage
students, even after almost a year of meeting.
Update
This student has now completed year 12 and has left school. He completed the State Transition
Program and is now linked into Personnel Employment through the support of his Pathway Worker.
The student is actively looking for employment and will continue to be supported through this
process.
Story 7
Cohort: 2009
Year level: 11
Age: 16
Sex: F
Disability Type: Learning Difficulties
This student wanted to leave school 12 months ago and collect Centrelink benefits. Since that time,
with the support from her Pathway Worker, she changed her plan and decided to stay at school. She
is currently in year 11 student and has completed a VET course in Cert 3 Children’s Services and 100
hours’ work experience. She is the first member of her family to complete year 10 and or above in
schooling. She has just completed year 11 and is very positive about year 12. She hopes to continue
on with another Children’s Services Certificate in 2012.
Update
This student has successfully completed year 12 and applied for a Diploma in Child Studies Course at
TAFE for 2013. Her confidence has improved and she is currently looking for part time work. She was
1 of 4 Indigenous students to complete year 12 in 2012 from her school. She recently attended the”
DEADLEY AWARDS” for Indigenous students to celebrate their successes. This student has recently
been interviewed and photographed for the Advertiser to talk about her schooling and how Better
Pathways assisted her on her journey.
Story 8
This student is doing Certificate III in Information Technology through Electus (RTO) and working at
Adelaide Northern Division of General Practice LTD. He will be working a minimum of 8 hours per
week. With support from his Pathway Worker the student sourced his own work experience, and as
a consequence he was offered a school based apprenticeship.
The student had high anxiety and a challenging family life and is the carer of his parent, and step
parent. The Pathway Worker helped him get into an acting course, which was a goal he wanted to
achieve. The acting course helped build this students confidence and self-esteem. The student is a
very driven and focused on his future.
Update
This student is doing great, he has completed his Cert 3 in IT and will continue onto Cert 4 next year
while completing year 12. The Pathway Worker has been communicating with the TAFE lecturer who
said he was very happy with the student’s progress. He is still currently working part time in IT at SBT
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and will continue this next year. As part of this student’s pathway plan he aims to gain entry into
University through his Cert 4. This student is very driven and will succeed at his goals.
This student had outgrown his school uniform and due to family financial circumstances couldn’t
afford to purchase a new one. The Pathway Worker negotiating with the school to secured a new
uniform for him.
Story 9
Cohort: 2011
Year level: 9
Age: 14
Sex: F
Disability Type: Physical/Neurological Disability, Early indicators of mental health issues
The Pathway Worker commenced working with this student in term 3, 2011. Through the support of
her Pathway Worker she has successfully gained employment at her local pizza bar. This built the
students confident and she has set goals to become a registered Nurse specializing in Midwifery. She
is positive and looks forward to planning her future pathways with support from her Pathway
Worker.
Update
This student still meets with her Pathway Worker and is working towards her future goal of working
in the nursing/personal care industry. The student has learnt a lot about her skills and abilities by
working in her local pizza bar and has developed good networks in this role. She has transitioned
onto new part time employment at Kmart which provides her with more career opportunities and
she is enjoying her new position. The student has developed her confidence and ability to
communicate through her time with Pathway Worker. In the future the student and Pathway
Worker are planning on focussing on defining her post school options and supporting the student to
create better study habits to successfully complete Stage One and Two of SACE.
Story 10
Cohort: 2011
Year level: 9
Age: 14
Sex: F
Disability Type: Early indicators of mental health issues
This student had very low attendance at school as she is a carer of an ill parent. Several attempts
have been made to assist her to go back to school. Strategies have included changing time tables
and permission to leave school early if required. These options were organized through the school
counsellor and her family, however none of these options seem to help.
Update
During the recent school holidays the Pathway Worker has been working regularly with the student
discussing and planning for her future. She is now looking forward to attending school and
completing her year 10 studies so she can go onto further studies in beauty therapy.
Story 11
Cohort: 2010
Year level: 10
Age: 16
Disability Type: Autism/Aspersers Syndrome
Risk Factors: Anxiety
Engagement levels: 25%-49%
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This student was a victim of a violent assault at school which led him to disengage from school and
isolating himself in his own home and as a consequence he was failing year 9. Since those events
DECD has supported him to transfer to Para West Adult Campus and his Pathway Worker has been
able to support him during his transition as well as subsequent legal processes following the assault.
Due to these circumstances his Pathway Worker has had to be flexible about providing a service to
meet the needs of the student. This has been achieved using a strengths based approach and person
centered planning. They have worked on setting personal goals and achieving 70 points toward his
SACE in 2011. In turn these achievements have led to a reduction in the student’s anxiety levels.
During these planning processes the student has changed his career goals. While completing a
person centered planning activity he identified that he wants to help people and that being a police
officer could be a possible post school pathways. However, during the planning exercise he came to
realize that policemen also deal with a lot of negative things that he would not want to do. Looking
at other career options he identified that a social worker may be more appropriate. He is excited
about this self-discovery and is now attending activities such as Youth Advisory Council (YAC) as well
as getting involved in his school student council.
Involvement in YAC means he has a direct social activity that engages him with his peer group. This
has been a very positive step as less than a year before he was so fearful for his personal safety that
he wouldn’t go anywhere without his parents.
Update
This student continues to develop his confidence. He has just completed another collaborative
meeting focused around his future education goals. He has achieved academic success this year
passing Stage 1 Math Pathways and English. He now wants to continue the complete Stage 1
Psychology, Stage 2 Math Applications and English Pathways in 2013.This pathway leaves open an
ATAR option for possible University entry, should the student want to pursue this pathway. He is
currently focused on completing a Cert III in Community Services to open up future employment in
the human services sector. He also wants to complete a second year with the Youth Action
Committee and is about to achieve his P’s (next month) which will provide him independence.
His attendance and engagement at school is now 100% and his commitment has been compliment
on by the Deputy Principal congratulating him on his recent efforts where he received A’s in his last
2 English assignments.
Story 12
Cohort: 2011
Year level: 10
Age: 15
Sex: Male
Disability Type: Severe Epilepsy
Population Group:
Engagement level on program entry: 75% -100%
This student has been with Better Pathways since 2011. He was recommended for the program due
to his severe Epilepsy and the impact on his schooling due to regular seizures and frequent
absences. The seizure activity has had a major impact on the family as Dad (single father) can no
longer work due to his commitment to caring for his 2 sons (both with Disabilities). During 2011 this
student completed a week of work experience at a local fodder store, assisting with animal care,
unloading truck deliveries etc. During this time he had 1 on 1 support from his Pathway Worker to
ensure his safety while on work experience. This student gained confidence and new skills through
working as part of a very supportive team.
During term two 2012 this student started The State Transition Program, during this time he was
asked to think about employment and his future and he decided working at the fodder store was the
job for him. Staff from The State Transition program, Better Pathways and the school, together have
organized for this student to do work experience for half a day per week for all of term 3 2012.
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Story 13
Cohort: 2011
Year level: 10
Age: 15
Sex: F
Disability Type: Indicators mental health issues
Engagement level on program entry: Less than 25%
This student was very disengaged from school and felt very negative about her future. The student’s
mother is terminally ill and she does not ahave a positive relationship with her father. Over the past
8 months she has been meeting with her Pathway Worker regularly. During these meetings she has
been very difficult to talk with as she has cried most of the time. The Pathway Worker learned from
the student’s mother that she was staying in her bedroom for up to 16 hours per day and during that
time did not even watch TV or use the internet.
The student refuses assistance from CAMHS or Headspace as she did not see them as relevant or
helpful. The Pathway Worker continued to encourage the young person and her parents to seek
medical/psychological support, but they remain quite reluctant.
The student has enrolled at TAFE doing Cert 2 in Hair and Beauty. She is still very wary of being out
of her comfort zone but has started to plan for her future and is even trying to improve her
relationship with her father.
Story 14
School Region: Craigmore High School
Cohort: 2011
Year level: 10
Age: 16
Sex: M
Disability Type: ADHD Mental Health Risk Factors
Population Group: Australian
Engagement level on program entry: 25-49%
On engagement with Better Pathways the student was unclear and unmotivated about his future.
The Pathway Worker supported the student to explore his personal strengths through the use of
Person Centred Tools, developing a profile and developing a plan made up of short and long term
goals. This included an auto-electrical work experience and he also pursued some VET options with
his school for year 11.
On successful completion of his work experience at Frank’s Auto Services, and once he passed the
school’s VET entry test with 82%, the student began to believe that he had the capability to pursue
his dream of working as a mechanic and to even maybe one day be a mechanic on sprint cars (a
powerful memory he shared with his Uncle who used to take him to sprint car races as a child).
After the student took an interest in all the options he had available to him he discovered that as a
consequence of his step-dad’s recent unemployment he was unable to pursue a change of school to
a nearby St Patrick’s Technical College to gain the best advantage for a future apprenticeship.
The student was then was encouraged by his Pathway Worker to put himself forward for the two
year full fee Employ SA Archbishop’s Scholarship to attend the Technical College, which is close to
his home in Smithfield in the City of Playford. After an interview for himself and his family by the
College Principal and his Scholarship team the student was deemed the scholarship winner. He and
the family are now overjoyed to see this doorway open for their son and the student is keen to
engage in a pathway to an auto-mechanical apprenticeship, and is now more committed to work as
a mechanic on sprint cars
(NOTE: one of the school senior staff has a good friend who owns a sprint car team – the staff
member revealed this to the student after their scholarship interview!)
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It is truly exciting to see this young man gain control of an opportunity he otherwise would be
denied due to disability and socio-economic barriers.
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