The MAT Program
A therapeutic martial arts program for engaging our most vulnerable and disadvantaged children and youth
Restoring hope / Building resilience / Engaging in school / Positive futures / Safe learning environments
Overview report of the four year pilot for the Department of Education and Early Childhood Development Victoria, Australia June 2014 Startling Statistics and MAT Deliverables
Do you know that mental illness is the major Do you know that one in five young people cause of disability in children and young do not have anyone in their lives to turn to for people (70%)? That 31% of visits to School help and support?
Nurses in 2009 by secondary students were Mission Australia, 2011 for mental health related issues.
Department of Health, 2010 “We were truly amazed by the impact of this (MAT) program. The program develops Our survey suggests that some students with student’s social skills, self-discipline, disabilities are suspended multiple times or respect for self and others, and it provides expelled, nearly always in connection with techniques to manage emotions in challenging behavior-related issues. circumstances through the medium of Held back: the experience of students with disabilities Martial Arts.” Today’s Schools Channel 31, May 2012 in Victoria Schools, Main findings, Victorian Equal Opportunity & Human Rights Commission, Do you know that in December 2013 74% of September 2012 teacher survey respondents, experienced The MAT Program promotes mental health physical violence from students, up from 67% and wellbeing in 2011 and 55% in 2009?
“The program does this by reducing risk Do you know that in December 2013 88% of factors for mental health, providing an teacher survey respondents were aware of age-appropriate treatment for children other teachers experiencing violence, up from with emerging mental health problems, 84% in 2011 and 75% in 2009? and providing targeted support for these Herald Sun/Galaxy Research of secondary and primary educators across all sectors vulnerable children.” (Legg, 2013, p.66) Do you know that children and youth contact The MAT program delivers professional with the criminal justice system increase their development sessions to teachers and aides risk of offending? Targeted early intervention which enables them to effectively identify programs for at risk young people are a cost behavioural triggers, defuse potentially violent effective way to reduce crime. situations and to provide alternative strategies
Smart Justice for Young People, 2013 which build student confidence and resilience.
The Martial Arts Therapy program enables young people to turn their life around, away from drugs, violence, crime and a trajectory to jail, to successfully completing year 12 and a pathway to employment.
2 MATOverviewReport2014 Contents
Martial Arts Therapy 1. EXECUTIVE SUMMARY 4 2. INTRODUCTION: 10 THE MARTIAL ARTS Pilot Program THERAPY PROGRAM 3. PILOT PROGRAM: GOALS, 12 2010 to 2013 ACHIEVEMENTS AND CONCLUSIONS
4. LITERATURE REVIEW 28
5. ASSESSMENT OF THE 34 MAT PILOT PROGRAM IN RELATION TO RESEARCH
6. NATURE OF PROGRAMS 38 AND SERVICES
7. UNIQUE 45 CHARACTERISTICS
8. RETURN ON INVESTMENT 48
9. DELIVERING ON 55 GOVERNMENT POLICY
10. REFERENCES 61
11. ACKNOWLEDGEMENTS 63
MATOverviewReport2014 3 1. Executive Summary
The Martial Arts Therapy (MAT) DEECD monitoring of the pilot Pilot Program was established at the was undertaken by the Eastern beginning of 2010, being auspiced Metropolitan Regional Office, with by the Department of Education authentication of the processes, data and Early Childhood Development and outcomes associated with the (DEECD) for three years, to MAT pilot program implementation. specifically asses the value of the Program to improving educational In support of the MAT Program outcomes in Victoria. intention to become self-sustaining, DEECD is progressively reducing The MAT Program aims to provide their direct financial contribution children and young people with over the period 2014 to 2017 new skills to successfully manage (inclusive). the challenges (social, emotional and behavioural) in their lives, to The MAT Program works to support support their learning, wellbeing and children and youth where nothing retention in education, training or else has worked. It is able to deliver employment. sustainable change in behaviour at school and at home. Reports documenting the outcomes of the MAT Pilot in relation to This final report demonstrates the Goals and Key Performance achievement of Goals and significant Indicators were provided to DEECD outcomes in relation to the original in 2010 and 2011. During 2012 an Key Performance Indicators of the external review of the MAT Pilot MAT Pilot Program 2010-2013. was undertaken by DEECD, which resulted in the pilot being extended into 2013.
4 MATOverviewReport2014 MAT Program Delivery
5000
4000 Life Skills Programs Engagement Support Officer Days 3000 Total Program Delivery
2000 The MAT Program delivery has grown and extended annually over the pilot 1000 period, with an increasing emphasis for support to individual students by 0 Engagement Support Officers. 2010 2011 2012 2013
MAT Program in Schools 2011–2013
MATOverviewReport2014 5 Croydon Community School Council The continuing need for the has been the governing body for the implementation of MAT programs MAT Pilot program. and services is evidenced by recent reports and articles. In April 2013, the Therapeutic Martial Arts Association Incorporated Although the exact number of (TMAA) was established as a not for students with special learning profit organisation with the Board needs in Victoria is not known, it of Directors being responsible for is commonly accepted that about ongoing governance of the MAT 20 out of every 100 students have program. The ownership of the MAT additional needs of some sort. program intellectual property was Having systems in place to identify transferred from MAT Pty Ltd to and support these students in TMAA. a timely and equitable manner is critical to maximising their The MAT program continues to be educational and life outcomes. hosted by Croydon Community Schools are under growing pressure School, as a contributor to EMR from increasing numbers of students Options. During 2013 senior DEECD with special learning needs. and North Eastern Victoria Region Programs for Students with Special Learning officers were briefed on the MAT Needs, Audit Summary, Victorian Auditor- program. General’s Report August 2012
It needs to be noted that over Many young Victorians face the period of the pilot changes in challenges as they move from nomenclature have occurred. The childhood to adulthood, including accredited personnel who provide homelessness, mental health one to one assistance were initially issues, family violence, abuse and Re-direction Aides, then Martial Arts neglect, drug and alcohol issues and Therapy Support Officers (MSO) involvement in the criminal justice and now are Engagement Support system. Officers (ESO), which more clearly Building the Scaffolding VCOSS and Youth conveys the purpose of their role Affairs Council Victoria, 2013 in working with children and young Research shows that one third of people. young people will have had an episode of mental illness by age 25 Similarly, in order to explicitly convey the nature of a final intervention One in Five: Mental Health Research step in the event of an emergency situation where there is imminent Of the students being assisted by MAT danger of harm to the student or to others and all alternative measures Engagement Support Officers during 2013 & to avoid the danger are exhausted, early 2014, 70% had experienced trauma, 28% then protective practices involving were diagnosed with Autism Spectrum Disorder, restraint by a trained ESO staff can only occur strictly in accordance 62% were experiencing mental health issues, 41% with DEECD policy. had shown violent behaviours, 52% had interacted with police and 72% were connected to the Department of Human Services care arrangements.
6 MATOverviewReport2014 2011/12 They are more likely to exhibit opportunities to improve self- behavioural problems due to esteem were addressed through 4,017 reduced abilities to pay attention/ the program. Furthermore, that the FAMILY VIOLENCE concentrate and poor self-regulation. program provided occupational INCIDENTS Siegenthaler, Munder & Egger, 2012 benefits for the children in home and school environments. “The CHAMPS MAT program was found to be an effective, suitable In 2011/12, Victorian police were and valuable program for children called to 4,017 family violence and families where a parent has incidents where an adolescent aged a mental illness and the child under 18 years was the offender, has at least one behavioural or almost doubling since 2006 (2,154 psychosocial issue that impacts their call outs). “We’re talking about engagement in occupations.” high level violence where parents (Legg, 2013, p.vii) feel very, very scared –stabbings, beatings, broken windows and The independent research based smashed walls.” Jo Howard, evaluation verified that the four Manager Peninsula Health, The issues identified as needs by Age 10 February 2013. Violence by the child participants: help to adolescents to parents and other self-manage behaviours and family members has doubled in emotions; being better able to the last five years and is a major focus/concentrate; involvement concern for police and other in interesting social and leisure agencies. Violence at home is often activities; support regarding having carried over into behaviour at school Herald Sun, a parent with a mental illness; and towards staff and peers. Tuesday January 28, 2014
MATOverviewReport2014 7 MAT testimonials, interviews and case Approximately 10% of Victorian young people studies attest the outcomes for students aged 15-19 years are not in education, training and staff. or employment.
Australian Bureau of Statistics, 2011 MAT TESTIMONIALS The risk of poverty for those who leave school early (without post-school “Somerville PS became involved with the qualifications) is twice that of those who MAT program during 2013. The services possess such qualifications. that the Croydon Community School provided suited the needs of our children The single most important mechanism that have undergone traumatic childhood that helps young people to compete for experiences and demonstrated difficult employment is continued participation in and challenging behaviours. The MAT education and training. Team have gone above of beyond for the Negotiating the Maze students they work with at our school and have helped make Somerville PS a safe and caring environment for all students. MAT INTERVIEW EXTRACT Their professionalism when dealing with (Today’s Schools Channel 31 broadcast) difficult situations has been exemplary and their manner with our whole community The MAT Program assists kids to become has been first rate.” self-reliant and to develop their own resilience. It enables them to be in class as Matt Jackson Acting Assistant Principal much as possible. Behaviour management Somerville Primary School plans are developed with students and then staff, so staff members are less stressed. “I found the Mat program has helped improve confidence when managing Greg Carroll Principal challenging behaviour on a physical level Yarra Hills Secondary College as I am now more informed and aware of May 2012 body mechanics, having learnt safe ways to protect myself and minimising risk to the student. I also acknowledge the The MAT Program has developed an effective benefits of learning new re-direction practice model which is the basis for strategies giving me the ability to respond replication elsewhere in Victoria to support positively with a sense of calmness in a children and youth at risk. variety of situations. Key elements include: Julie Davie Education Support Staff, »» Prevention and early intervention are more Somerville Primary School effective than restoration
8 MATOverviewReport2014 Executive Summary Conclusion
»» Services being provided by quality assured DEECD has been a significant benefactor training of committed professionals with to the delivery of MAT programs and formal supervision and ongoing professional services in schools, particularly in the development inner and outer metropolitan areas of »» Program delivery through creating quality Victoria. DEECD is continuing to support relationships and a partnership approach with the delivery of MAT programs and young people, family/guardian/carers, teachers services whilst a transition is made to and staff self-sustainability by 2017. »» Activities that build on the capacity and strengths of young people to develop resilience Evaluation and reporting on the in meeting life’s challenges, including the ability MAT Pilot program (2010-2013) has to deal with the unexpected or setbacks substantiated the return on the DEECD »» Approaches that address differing needs, investment, through a cost effective developmental stages and are culturally aware model, to deliver a range of outcomes: »» Established practices and operating systems in including improved student engagement accordance with DEECD policy requirements in learning, improved student and staff wellbeing and improved safety »» Single entry point for all services delivered in partnership with schools and respected in schools. organisations The pilot has established the applicability » Using existing infrastructure, school or » of the MAT program for access by community facilities, to minimise costs of program delivery. schools across Victoria on an as needed basis, which assists with the implementation of Victorian Government policy in education and human services. MAT TESTIMONIAL EXCERPT This is the final report to the Department The MAT program has over several years of Education and Early Childhood of research and development, designed Development on the MAT Pilot Program a robust, evolving and dynamic delivery (2010-2013). model that engages young people in active learning about themselves, their TMAA will continue to report on the peers, family & community. Programs outcomes of the MAT Program suite strongly encompass Cognitive Behavioural of therapeuthic services, through Therapy, Psycho-Education and presentation of an Annual Report at the Mindfulness Therapy and are delivered Annual General Meeting, being publically through active engagement with sincerity accessible via the TMAA website. & humour.
Alan James Team Leader, Early Interventions Unit ‘youth connections/youth projects’, May 2013
MATOverviewReport2014 9 2. Introduction: The Martial Arts Therapy Program (MAT)
The MAT Program is an active MAT programs can be of particular therapeutic approach and set benefit for those students who of processes that combines struggle to learn in more traditional the principles of psychosocial ways. The MAT Program is designed rehabilitation (such as an emphasis for children and young people on developing self-competence between the ages of 5 to 25 years. and self-mastery, the belief new Many of the programs include behavior can be learned and a focus pathways that support young people on personal strengths) with those to gain and maintain connections of traditional martial arts training to their peers, school communities techniques as a means of engaging and families, along with providing young people in learning skills for life. opportunities for further education and employment. Applying the ideas from research into sensory integration, learning and developmental theories, trauma, and group theory, the MAT Program utilises a variety of martial arts techniques that Be kind support student learning. Research has shown children and young people who are struggling with ADHD, autism spectrum disorders, severe behaviour disorders or other behavioural difficulties, benefit from a variety of learning modalities and in particular, through the coordination of body and mind through active and calming activities.
MAT programs are delivered by a team of qualified Engagement Support Officers and Life Skills Instructors from a variety of martial arts training and professional backgrounds, on an individual basis and/or group sessions. Professional development programs to support student and staff safety are also offered.
10 MATOverviewReport2014 VISION VALUES: THE CODE
Schools being safe, orderly, supportive and inclusive educational environments; where all young people are engaged so that they BE STRONG develop the skills to successfully manage the challenges in their lives Ryoku–Strength and to thrive in our community. Be Strong
MISSION
The Martial Arts Therapy (MAT) BE CALM Program will improve the inclusion of Odayaka–Calmness students, engage them in schooling, Be Calm support their wellbeing and make schools more productive places.
PURPOSE
The program aims to provide young BE KIND people with new skills to successfully Ji/itsuku–Compassion manage the challenges (social, Be Kind emotional and behavioral) in their lives.
TRY HARD Do/tsuto–Effort Try Hard
MATOverviewReport2014 11 3. Goals, Achievements and Conclusions
The MAT Pilot Program commenced The pilot program set seven in 2010, drawing upon the research Goals, and assigned eleven Key base, learnings and respected Performance Indicators across practice of a private business three core delivery modes, as the operated by Steve Golding that had basis for measuring, determining provided support schools in the and reflecting upon outcomes, in Eastern Metropolitan Region (EMR) order to monitor progress, focus since 2002. upon continual improvement and as documentation of transferable best The pilot auspiced by the practice. Department of Education and Early Childhood Development (DEECD) Assessment methodology has was established to: included specifically designed surveys; school and agency Address escalating challenges and testimonials; Today’s Schools risks in the school system through Channel 31 Programs; independent development and implementation of research thesis; literature search best practice programs and services authentication; analysis against frameworks and case studies. Provide the Department and Minister with facts related to the educational This final report presents outcomes value of the MAT Program, through and evidence drawn from the measurement and documentation of documented records covering the outcomes and annual reports. pilot program period of 2010 to 2013.
The Department provided funding for the pilot with allocations of $201,500 in 2010, $209,500 in 2011, $231,000 in 2012 and $231,000 in 2013.
12 MATOverviewReport2014 Goals
GOAL 1 A pool of 10 newly trained ESO and 4 new LSI is required annually for Establish MAT program training each of the four DEECD regions to centre based at EMR Options with a sustain the existing provision. regional structure that provides for future growth across all regions. Extension of the service requires 10 ESO (4 full time, 6 part time) to deliver 1.1 Train 20 new MAT Engagement 35-40 shifts per week; and 4 LSI (part Support Officers (ESO) to time) to deliver 10-15 programs per be employed and funded by week (variable delivery depending schools as Education Support upon complexity of student needs personnel. and time between sessions).
1.2 Train 15 new MAT Life Skills 1.3 Develop and deliver onsite Instructors (LSI) to be Professional Development contracted to schools on a fee Programs for teaching and for service. aide staff.
OUTCOMES 1.4 Develop a Professional Development Program Team MAT program training and that will deliver to teaching staff operational centre based at EMR within regional schools on a fee Options, Croydon Community for service basis. School was established in 2010. OUTCOME Training and accreditation of new Engagement Support Officers and MAT Professional Development Life Skills Instructors has occurred Programs have been delivered annually over the pilot period 2010 continuously on a fee for service (two sessions) to 2012/2013 (three basis since 2010, the focus being on sessions), with MAT personnel being protective practices with reference employed and funded on a user pays to DEECD policy requirements, basis by schools and agencies. OH&S guidelines, legal and physical realities. The programs are tailored CONCLUSION to each educational setting: primary (main demand), secondary, specialist In order to sustain and grow the and alternative. They are delivered Engagement Support Officers as stand alone, or as a series, or in and Life Skills Instructors service conjunction with other MAT services. provision annual MAT accredited Program design is practical, user training of new personnel is friendly, empowering, acknowledges required. risk factors and levels of resourcing.
MATOverviewReport2014 13 CONCLUSION OUTCOME
Professional Development Programs The MAT program has established are an integral component of the relationships with a range of MAT suite of services to be offered providers (locally and statewide) to to schools. The targeted programs create integrated support networks are highly valued by school leaders for students, parents and teachers. and enable teachers, aide staff MAT personnel are highly valued and students to work in a safe contributors to case conferences, environment in accordance with student support groups, and care DEECD policy. meetings, involving up to eight other key stakeholders. 1.5 Work with other associated Government departments, CONCLUSION agencies and personnel such as Department of Human Services, The MAT program has demonstrated CYMHS, Student Wellbeing that the approach of one integrated Coordinators, Psychologists and educational support plan for each Allied Health providers in order student and family/guardian is to provide an integrated support effective in addressing the complex network for students, parents needs of students at risk. and teachers. 1.6 Establish waiting list of demand for MAT services based on the fee for service funding in other regions.
14 MATOverviewReport2014 OUTCOME GOAL 2
Fee for service provision in other Streamline existing MAT programs metropolitan areas is being into 4 Main areas: Life skills delivered from word of mouth (primary), Life skills (secondary), recommendations by Eastern MAT Education Support Officers suburbs schools and community (redirection aides), Professional agencies. A growing number of Development of school staff. schools across North Western and South Western Victoria regions OUTCOME are requesting MAT programs and services. The full suite of successful MAT programs was established by CONCLUSION 2011 with the integrity maintained through continuous review during It is expected that demand will 2012 and 2013. High standards of significantly increase from the three delivery are sustained through other regions in both metropolitan quality assurance, accredited training and rural areas once the availability and regular mandatory professional and effectiveness of MAT services development of MAT personnel. is made widely known, through testimonials and evaluation CONCLUSION outcomes. Provision of the range of quality Schools, agencies and Principal assured MAT programs and services Networks will be able to make an needs to be guaranteed through informed choice as to the extent of ongoing base level funding, and participation in the range of MAT continually enhanced by MAT services. management oversight, to meet the diverse and challenging needs of students, family/guardians and school staff.
MATOverviewReport2014 15 GOAL 3 GOAL 4
Develop the recruitment, training Formalise accreditation of MAT and support processes for MAT trained therapists/ instructors. trained personnel. OUTCOMES OUTCOMES Formal accreditation of personnel is Extensive documentation of accorded by the Therapeutic Martial effective MAT personnel recruitment, Arts Association Board, based selection, training, accreditation, upon rigorous standards aligned supervision, reporting and to relevant DEECD requirements performance assessment processes (such as OH&S) and in accordance and procedures have been with the ‘Dimensions of Work’ for developed by the MAT Pty Ltd. Education Support Officers.
There is a continual requirement Chisholm TAFE Youth Work to train and support new MAT Certificate IV students are trained as personnel because: Engagement Support Officers which is recognised within the industry »» ESO trained personnel are offered placement component of their contracted employment in schools within their budget (replacing teacher qualification. aides and integration aides). * It is important to note that the MAT CONCLUSION Program head office staff continue to provide support for such personnel; A renewable source of trained »» ESO roles and impact have become and MAT accredited personnel is pathways to employment in related vital to sustain current delivery fields, including primary teaching, patterns, and for extension of the Victoria Police, Youth Work, DHS and MAT services statewide to meet the Community Services; increasing needs of schools, settings »» Rigorous accountability and and agencies for effective support probationary period have seen some to students and staff. employment discontinued to ensure quality of and sustain respect for MAT Program services;
»» There is a need to match MAT personnel to the specific needs of students and their school.
CONCLUSION
Quality assurance of MAT program delivery to schools necessitates the continued use of this documented best practice in recruitment, training, monitoring and support for MAT personnel.
16 MATOverviewReport2014 GOAL 5 GOAL 6
Develop Information and Develop a Memorandum of Communication Technology (ICT) Understanding (MOU) between MAT infrastructure required to support Pty Ltd and DEECD that covers the projects on management, Intellectual Property. reporting and future expansion. OUTCOMES OUTCOMES The MAT delivery program A web based referral, documentation intellectual property has been and basic program management developed over the last 8 years system operation via Croydon at a cost in excess of $500,000 Community School was established and is now owned by a not for in 2011. This system is transferable profit organisation the Therapeutic to other host schools, in extension Martial Arts Therapy Association of MAT services to the other three Inc. (TMAA). Mr Chris Bennett, regions. Partner Consulting, Pricewaterhouse Coopers has provided pro bono An online forum has also been consultancy support to TMAA Inc. established to: provide professional establishment. learning access and support to the MAT community; enable interaction The basis for a Memorandum of between ESOs and with the head Understanding between TMAA office MAT management team; and DEECD covering Intellectual platform for ESOs to discuss ideas Property was provided for DEECD and strategies and as an information consideration in March 2013. This distribution tool. included modest annual allocation of $30,000 as a royalty payment to CONCLUSION the TMAA for a licence to use all of the MAT materials on a statewide The MAT program infrastructure basis, with further development of of a host school, funded through materials and delivery of accredited additional baseline allocation in the training for MAT personnel being Student Resource Package and user contracted on a fee for service basis pays service access, is replicable in from TMAA to DEECD. the four newly established DEECD regions.
The online forum is regularly updated and will be accessible to support all accredited MAT service personnel on a statewide basis.
MATOverviewReport2014 17 GOAL 7 CONCLUSION
Develop the measurement Evaluation, attestation, reporting 86% techniques and processes to provide and review demonstrate the OF SCHOOLS feedback to DEECD and the Minister educational value of MAT programs HAD IMPROVED on the performance of the Pilot. and services and highlight the CLASSROOM considerable benefits to individuals SAFETY OUTCOMES and schools. The aim to develop and implement best practice programs MAT pilot reports were provided and services to address escalating to DEECD in 2010 and 2011 with challenges and risks in the school 100% assessment against goals and key system has also been achieved. OF SCHOOL performance indicators. DEECD LEADERS employed an external consultant to HAD MORE undertake an independent review POSITIVE of the pilot MAT program against OPTIONS the Goals and Key Performance TO MANAGE Indicators, including consideration of STUDENT performance data and information BEHAVIOUR related to 2012 outcomes as requested of MAT management. In October 2012, the Minister for Education, the Hon. Martin Dixon MP viewed the Today’s Schools Channel 31 DVDs of the MAT Pilot program in action at Kew High School. “We were truly amazed by the impact this program has on the students. It assist students in their personal growth, elicits changes in self-control, perseverance and the management of their emotions” Feature Story Narrator.
Testimonials from schools and agencies show improved outcomes for young people involved in MAT programs, including reduction in violent and challenging behaviours of students, increased safety for teachers and classmates, improved staff and student morale, increased options for school leaders in managing at risk students.
18 MATOverviewReport2014 Key Performance Indicators for Core Delivery Modes
K1. MAT ENGAGEMENT SUPPORT Schools in the Eastern metropolitan OFFICER SERVICE area using the ESO service for 6 months or longer were asked to KPIs: respond to a series of questions regarding the amount of positive Reduce student behaviour that change created on a ten point places the student or other scale, where ‘0’ indicates no positive students or staff at risk of injury. change to ‘10’ indicating change above reasonable expectations. Reduce teacher/staff stress Responses in Table One demonstrate levels and increase staff morale that the three original KPIs for the MAT ESO service were met. Increase effective options for school leaders in managing entrenched challenging/ concerning behaviours by students.
1. Indicate the amount of positive 100% responded with a score of 7 change the MATProgram has had on or above the number of incidents resulting or 86% responded with a score of 8 likely to cause injury. or above
2. Indicate the amount of positive 100% responded with a score of 7 change the MAT Program has had on or above classroom safety in general. 86% responded with a score of 8 or above
3. Indicate the amount of positive 100% responded with a score of 7 change the MAT Program has or above had on disruption to classroom 71% responded with a score of 8 environment. or above
4. Indicate the amount of positive 85% responded with a score of 7 change the MAT Program has had on or above teacher/staff morale. 71% responded with a score of 8 or above
Table One: 5. Indicate the amount of positive 100% responded with a score of 8 MAT Engagement change the MAT Program has had on or above Support Officer number of options for school leaders Service (Year 2011 having to manage challenging/ concerning behaviours. data example)
MATOverviewReport2014 19 Respondents were also asked to estimate/predict the level of Case Study: improvement the MAT ESO service had on student participation in learning: Darren (a) Academic performance
A 30% improvement in student’s The Martial Arts Therapy program has learning outcomes was noted enabled “Darren” to turn his life around, away by 86% of the schools using the from drugs, violence, crime and a trajectory to MAT ESO Service for the first jail, to successfully completing year 12 and a time and 75% advised continuing pathway to employment improvement for the students six months later IN THE BEGINNING (b) School attendance Darren’s early childhood and teenage A 40% improvement in student’s development was negatively impacted upon attendance was noted by 86% of the by several influential factors. Chronic long term schools using the MAT ESO Service drug use by both his parents had resulted in for the first time and 100% advised their imprisonment and rehabilitation periods. continuing improvement for the He frequently felt unsafe at home due to the students six months later. frightening people that would visit and their subsequent drug usage. Domestic violence CONCLUSION was a regular occurrence within the household and his first memory of Victorian Police is The MAT Engagement Support being interviewed during family court hearings Officer Service is generating a high in relation to domestic violence proceedings. level of positive change in individual “Dad never really lived with me and Mum, student wellbeing and engagement, whenever we tried to make things work it improving student and staff safety, would always fail”. increasing staff morale and is providing an affordable avenue for During his early primary school years Darren school leaders to engage qualified was diagnosed with ADHD and was often and skilled personnel as an effective involved in fights with other students, which option to address entrenched he describes as being caught in the middle of challenging/concerning behaviours confrontations attempting to defend someone in students. from being bullied. Darren was referred to a student development centre because of his disruptive behaviour, a few days later he was asked to leave, the reason given to his mother was that staff believed he would become a ‘murderer’.
In year 8, Darren was referred to Croydon Community School (CCS) because of his troublesome behaviour. His teacher at the time said “When Darren came to us he was out of routine making him disengaged from
20 MATOverviewReport2014 education which created initial problems in showed much respect toward the instructors, his learning ability, anxious and scared of a change which was also noticed by CCS some of the older boys, constantly tired, lots teachers. “Around the time I had started up of unprovoked aggression, selfish and would with the MAT Program I was already changing not take responsibility for his own actions, within but it was the program that helped expected a lot on a social level but also from me channel my focus into something more school staff and students”. constructive and it helped me in a significant way” Much progress was made by Darren in a Around this time Darren had his first major short period of time because of the way the encounters with alcohol and marijuana. MAT Program is tailored to suit the needs of “I started drinking heavily every day when I each individual student. was 14; I only did it because my best mate was doing it. I also got peer pressured into Darren found the program very engaging and smoking cones when I would go to friends’ has nothing but praise for it. It helped him houses”. “I wasn’t really attending school at open up and to refine skills in coping with the time” One of his teachers believes that that difficult aspects of his life. He said that being Darren used marijuana to feel ‘numb’, instead a part of the MAT environment made him feel of addressing high levels of emotion and the completely different and he didn’t feel the trauma of being bullied he was able to ignore need to go back to a life of fighting and crime. and block them out. The CCS Principal observed that “There was calmness about him. Darren is a magnet to Darren was accumulating a string of Police kids all over the shop and has always had a charges for offences related to travelling on group around him; he is now able to steadily public transport without tickets, drugs and guide others although he does not fully violence resulting in him being placed under comprehend the power that he holds. Darren is house arrest for 3 months and then spending a a born leader.” weekend in remand for not adhering. LEARNINGS The CCS Principal said that “Darren used to get angry at authority more so away from Darren’s learnings gained from the MAT school, he would mouth off or even try to take Program include understanding the on Police Officers but he would always stand significance of being physically fit and having up for what he believed was right”. a healthy mind. “Before the program I could barely do any physical activity, I now really see THE MAT PROGRAM the importance of being healthy and keeping my head clean. Now instead of damaging my At the end of Term One in year 10 Darren body I will now do something constructive like had his first encounter with the Martial Arts play sport or go to the gym. If I focus, I know I Therapy Program learning pathway run by can do it.” Steve Golding. From the very beginning he was drawn to the physical side of the program and
MATOverviewReport2014 21 Whilst undertaking year 12 studies Darren became a MAT Peer Educator and was involved in delivery of MAT programs, such as, a personal development program for Year 10 girls at Kew High School, a positive living program for year 5 boys at Mullum Primary School and general life skills program for students with intellectual disabilities at Heatherwood Specialist School. “I’ve always liked working with kids especially primary school students because they are much more outgoing than a lot of secondary school students.”
LASTING CHANGE
Darren has come a long way from where he used to be and is very grateful to everyone that helped him “If it weren’t for Steve (MAT Program Instructor) being firm on me along with the help and support from Croydon Community School and my mum never giving up on me my situation would’ve ended up a lot worse” The lasting change is evident in his self believe, self-confidence, attitude and actions “You’ve got to put in your own effort, you can’t just sit back and watch everyone else get what they want and sit around feeling sorry for yourself, you have to go out and get it yourself.”
22 MATOverviewReport2014 K2. PRIMARY, SECONDARY, AND VCAL MAT LIFE SKILLS Chart One: PROGRAMS Life Skills KPIs: Program Impact
Reduce challenging /concerning student behaviours
Determine effectiveness in The LSP IS <4 engaging disconnected/at risk EFFECTIVE students in engaging 10% disconnected/at Increase student participation risk students 4 or 5 in learning and education pathways 90%
Increase staff support in VCAL The LSP has <4 programs using this approach made a POSITIVE impact on 12% challenging/ concerning 4 or 5 Schools who utilise MAT Life Skills behaviour programs are asked to respond to 98% a series of questions regarding the amount of positive change created The LSP has <4 on a five point scale, where ‘0’ made a POSITIVE indicates no positive change to ‘5’ impact on student 32% indicating change above reasonable participation in expectations. learning 4 or 5
Responses are shown in Chart One 68% which demonstrates that the four KPIs for Life Skills programs were The LSP has <4 met (year 2012 as an example). made a POSITIVE impact on student 36% CONCLUSION attendance 4 or 5 The MAT Life Skills programs are effective in re-engaging students 64% in education, having a high level of positive change in student challenging/concerning behaviours, The LSP is valued <4 participation in learning and school by staff as an 4% attendance. The programs are highly EFFECTIVE way of teaching valued by staff as an effective way Personal 4 or 5 of teaching Personal Development. Development 96%
MATOverviewReport2014 23 K3. SPECIALIST SETTING “Overall, the children appear to have PROGRAMS improved behavioural and emotional self-regulation, concentration, Child and Youth Mental Health, focus and observation skills after Disability and Alternative Education completing the CHAMPS MAT sectors program. These results are supported by research that found martial arts improve concentration (Bell, 2008; KPIs: Zivin et al., 2001) and self-regulation Decrease challenging/ (Aljadeff-Abergel, 2011).” (Legg, 2013, concerning student behaviours p. 41) Three of the eight benefits were Determine effectiveness in produced directly because the engaging disconnected/at risk program (CHAMPS MAT) addressed students their child’s need. These primary benefits were: (a) the child got Decrease teacher/staff stress support regarding having a parent and increase staff morale levels with a mental illness, (b) the child Provide effective options for leant games/activities they can do school/agency leadership to in other places and (c) the child manage challenging behaviours improved their self-confidence, pride and resilience. The remaining secondary benefits resulted from the Successful outcomes in relation to children’s application of skills leant these Key Performance Indications in the program or their engagement are demonstrated in the academic in the sessions.” These were: “(a) research undertaken by Kathryn the child had less aggression and Legg, Monash University and the behavioural problems, (b) the child following sample of testimonials improved their school performance, received. (c) the child got social benefits and a sense of belonging, (d) the child “All parents/guardian participants enjoyed coming to the program reported that their child had learned and having it as part of their weekly techniques such as “the rock” and routine, and (e) the child got to have “deep breathing” to help them a role model.” (Legg, 2013, p.48) self-manage behaviour, be calm and focus/concentrate.” “Better self-management of behaviour and emotions was also seen in school environments.” (Legg, 2013, p.40)
24 MATOverviewReport2014 MATOverviewReport2014 25
VICTORIAN ABORIGINAL CHILD CARE AGENCY CO-OPERATIVE LIMITED ABN 44 665 455 609 139 Nicholson St, East Brunswick, 3057 PO Box 494, Northcote Plaza, Northcote, 3070. Tel: (03) 8388 1855 Fax: (03) 8388 1898 Email: [email protected] Website: www.vacca.org
To Whom It May Concern. 28/5/2013
I am currently managing the Residential Care Program for VACCA and have been in the Welfare Field for 20 years. In that time, many of our children, who have experienced abuse and neglect and exhibit challenging behaviors due to the trauma, cannot manage a mainstream school.
The MAT program has been successful in engaging them positively into a school setting and enable their individual needs to be met. The Mat Program allows flexibility for interactions and engagement that can be tailored to the child’s individual behaviors and triggers. Strong relations are formed by the child and their Mat worker installing consistency, predictability and positive interactions.
I fully support the program and believe more MAT workers are needed as there are many children in Out of Home Care situations that would benefit from this program.
Yours Sincerely,
Frank Palomares Program Manager
A Statewide Aboriginal Community Controlled and Operated Aboriginal Child and Family Welfare Service
26 MATOverviewReport2014 Provision of MAT Program Services
160 6000
140
5000 120
4000 100
80 3000
60 2000
40
1000 20
0 0 2010 2011 2012 2013 2010 2011 2012 2013
MAT PROGRAM DELIVERY MAT PERSONNEL & SUPPORT
Life Skills Programs Life Skills Programs Engagement Support Officer Days Engagement Support Officer Days Total Program Delivery Total Program Delivery
Over the course of the MAT Pilot Learning (VCAL) budgets and Program there has been a significant changes to employment practices change in the Victorian education (schools no longer able to employ sector, which has necessitated the casuals). adaption of programs and service delivery to ensure that the needs CONCLUSION of students and schools continue to be met. DEECD changes include The MAT Pilot Program has introduction of a new regional demonstrated its capacity to structure, central office re-structure, adapt to changing circumstances reduced regional student wellbeing and continue to provide a highly personnel and changed focus of respected and valued service to Senior Advisors (from Regional schools in support of their students Network Leaders). Changes at a and staff. school level have included removal of School Focussed Youth Service brokerage funding, reduction in Victorian Certificate of Applied
MATOverviewReport2014 27 4. Literature Review
4.1 DISTINGUISHING MARTIAL Martial arts therapy can embody ARTS AS A THERAPEUTIC unique traits that other therapies APPROACH don’t incorporate into their practice. For example, children with low Martial arts training aims to result self-esteem, this therapy can in several benefits to trainees, such simultaneously develop areas such as their physical, mental, emotional as physical fitness, instructions on and spiritual health. Martial arts how to handle stressful scenarios therapy refers to the usage in a physical and mental context, of martial arts as an alternative and self-confidence, through the or complementary therapy for successful applications of martial a medical disorder. This can include technique. disorders of the body or of the mind. (Wikipedia, 26 January 2014)
Through systematic practice in The martial arts require practitioners the martial arts a person’s physical to develop both their bodies and fitness may be boosted (strength, their minds. Because the martial stamina, flexibility, movement arts give specific attention to both coordination, etc.) as the whole elements, they differ from most body is exercised and the entire other sports and physical activities, muscular system is activated. which focus on purely physical Beyond contributing to physical training. Traditional teachers fitness, martial arts training also emphasize self-improvement, has benefits for mental health, whereas non-traditionalists contributing to self-esteem, self- emphasize self-defence. When control, emotional and spiritual instructing their students wellbeing. According to Bruce Lee, traditionalists focus on three martial arts also have the nature priorities of spiritual development, of an art, since there is emotional discipline, and physical fitness communication and complete (including aesthetic form and emotional expression. coordination). Other potential students are drawn to martial arts that emphasize all-round health- mental, moral and physical- and self- actualization of the practitioner. (Bin Bu et al., 2010 pp. 205-219)
28 MATOverviewReport2014 4.2 ADDRESSING MENTAL Further that: “The risk of developing HEALTH VIA MAT PROGRAMS mental disorders for children whose parents have a mental illness ranges The Children of Parents with a from 41% to 77% (Hosman et al, Mental Illness (COPMI) literature 2009, 8). Family interventions have research (GEMS, 2013) found that: the potential to reduce children’s “Approximately one in four young mental illness symptoms. Family Australians experience a mental interventions have the potential health issue – mostly anxiety to reduce the risk of children disorders (15.4%), substance use acquiring a mental illness by 40% disorders (12.7%), and affective (Siegenthaler et al, 2012, pp.12–14). disorders (6.3%), (ABS, 2008)–at levels that are moderate to severe. The GEMS authors conclude that Suicide is also a concern, (Wilson “In order to stop the cycle of mental et al, 2011, pp. 34–39). Between illness in Australian families, there is 25–50% of children with parents a clear need to assist young people who experience mental illness in families where a parent has a will experience some form of mental illness, psychological difficulties during (Maybery & Reupert, 2012, 13).” childhood or adolescence, and 10–14% will be diagnosed with a Between 21–24% of Australian psychotic illness at some point in children are living with a parent with their lives, (Worland et al, 1987, pp. a mental illness. These children are 185–210). Appropriate support and more likely to develop behavioural, early treatment for these children is emotional and social difficulties, and vital to reduce the long-term impact often have limited social and leisure of mental health issues and to occupations (DHS, 2012). protect against the development of more severe forms, (Rickwood et al, 2007, S35-S39)”
MATOverviewReport2014 29 Children and Mentally Ill Parents consistent with other research “… Martial Arts as Therapy (CHAMPS that found martial arts occupations MAT) program decreased maladaptive classroom behaviours (Morand, 2004) and Evaluation of the CHAMPS MAT improved cognitive and affective program undertaken as a research self-regulation (Lakes & Hoyt, study by Kathryn Legg, Monash 2004).” (Legg, 2013, p.54) University, found that the four issues identified as needs by the child Program features that children and participants: help to self-manage parents deemed effective were: the behaviours and emotions; being MAT instructor’s interactive style, better able to focus/concentrate; the program structure and its overall involvement in interesting social and occupational nature. The researcher leisure activities; support regarding suggests “…that it is the distinctive having a parent with a mental illness; way instructors interact with the and opportunities to improve self- children and structure the program, esteem were addressed through as well as its occupation-based the program. Furthermore, that the nature, that makes the CHAMPS program provided occupational MAT program different from other benefits for the children in martial arts programs and effective home and school environments. for families where a parent has a “Addressing the children’s needs mental illness.” (Legg, 2013, p.57). and improving their participation in Important features, similar to other school occupations reduces their research findings, include “…having risk factors for poor mental health instructors use encouraging, funny and overall wellbeing (Queensland and engaging interaction styles with Health, 2013).” (Legg, 2013, p.62) children, as well as providing a fun, interactive, and physical program The occupational benefits noted structure that allows for observation at school were “1. Improved and practice of skills.” engagement and performance in (Legg, 2013, p.62). classroom activities; 2. Reduced interruptions to occupations/ “The results of this current study activities; 3. Increased opportunities are also consistent with research for social activities/occupations.” that found occupation-based (Legg, 2013, p.53 Table 6) The programs decreased externalising researcher notes that this is behaviours, aggression, conduct problems, and increased self-esteem, self-confidence, positive social behaviours and school performance.
30 MATOverviewReport2014 These programs also reduced Mackillop Family services “I Just barriers to occupational function and Want to Go to School” identified key increased participation in school, factors inhibiting youth educational home, social and leisure occupations engagement, including: bullying and (Durlak & Weissberg, 2007; Tokolahi violence; need for additional learning et al., 2013).” (Legg, 2013, p63) assistance within and outside school; not being adequately recognised as Hence, the researcher concludes an individual, with distinct learning that “The CHAMPS MAT program and other needs; little understanding was found to be an effective, of the range of issues young people suitable and valuable program for face (for example, mental health children and families where a parent issues, bullying, living in out-of-home has a mental illness and the child care, abuse from parents, drugs, has at least one behavioural or alcohol, social media). psychosocial issue that impacts their engagement in occupations.” The report of findings has key (Legg, 2013, p.vii) recommendations, including:
4.3 INCREASING EDUCATIONAL “Schools should be supported to ENGAGEMENT VIA MAT provide strong prevention, early PROGRAMS intervention and holistic responses to student wellbeing issues, including A research project undertaken by bullying and mental health issues.” the Good Shepherd Youth & Family Service, Jesuit Social Services and
MATOverviewReport2014 31 “Schools should provide additional to seek help from mental health forms of assistance to facilitate professionals, including family learning and participation for all doctors (General Practitioners), students (within and outside school), friends, and parents.” The article with proactive measures to engage finds that “Therapeutic intervention students from disadvantaged must involve the young person as backgrounds.” an active collaborator in a recovery plan that empowers them to manage “Education policy should recognise their family context.” that schools need to be a ‘safe space’ offering security, stability and The MAT program ensures that a holistic learning environment. This children and young people feel is particularly critical for vulnerable heard and understood. “Another children and young people identified benefit for children was (Campbell et al, 2012, pp 2-4).” that ‘the child got to have a role model’, that they could respect, Dr Coralie Wilson author of GEMS listen to and learn from; particularly Edition 15, August 2013 notes that because the MAT instructor… had “Consistent with large international “gone through it” himself.” (Legg, studies, Australian studies have 2013, p.51) repeatedly found that children, adolescents, and young adults with elevated symptom levels (of suicidal ideation, depression, anxiety, and general psychological distress) are also those most likely “not to seek help from anyone”, and least likely
32 MATOverviewReport2014 MATOverviewReport2014 33 5. Assessment of the MAT Pilot Program in relation to Research
5.1. The report “Building the 5. Supporting improved Scaffolding: Strengthening outcomes: services and support for young people in supports need to be built on Victoria” April 2013, produced by sound evidence and respond to identified need within the Victorian Council of Social communities.” Services and the Youth Affairs Council of Victoria Inc., identifies five key elements critical to The MAT program and services building a strong service system clearly meet all elements for children and young people. defined in this report, as demonstrated below. 1. “Support across the life course: adolescence is starting earlier and finishing later. This shift demands a rethink about how 1. SUPPORT ACROSS THE LIFE we respond to children, young COURSE people and young adults. MAT Programs and Services: 2. Early intervention at every age » Are adaptable and applicable and stage: a diverse mix of » services can provide support to to all ages from primary years young people at every age and children to year 12 VCAL students at every stage of an issue, from » Encompass full range of programs prevention and early invention » to more specialist supports including 1:1 individual support, through to crisis support and small and large groups, one off beyond. stand alone programs, short and long (up to 16 weeks) programs, 3. Services working Peer Education programs of up collaboratively: youth services to 3 years tailored to student and must remain at the heart of school needs the service system for young people, but an integrated »» Are deliverable in a range of response also requires the contexts: government primary, expertise of other services such secondary, specialist and as family support, adult support services and schools. alternative schools; independent schools and community settings 4. Accessible and inclusive services: support needs to be accessible, available when and where young people need it and inclusive of a diverse range of young people.
34 MATOverviewReport2014 2. EARLY INTERVENTION AT Support Groups (students on EVERY AGE AND STAGE the program for disabilities and impairments) meetings and Care MAT Programs and Services: meetings (some cases include 8 »» Support children and youth at first different stakeholders). sign of challenging or concerning behaviours 4. ACCESSIBLE AND INCLUSIVE SERVICES »» Build student capacity through Life Skills programs across entire year MAT Programs and Services: levels as an integral component of curriculum »» Assist students unable to participate in mainstream »» Provide targeted approaches to identified issues: for example, programs managing anger, managing anxiety »» Are delivered in and out of school »» Are utilised as a recovery hours, including weekends response: for example post »» Are accessed through referral from suspension programs, grief and a wide range of organisations: for loss support example EastCare (out of home »» MAT Engagement Support care), Berry Street, Connections Officers trained to safely respond Uniting Care, Eastern Health, to critical incidents to minimise Migrant Information Centre and potential harm or injury. Oz Child Australia
»» Encompass inclusive approaches: 3. SERVICES WORKING for example age appropriate, COLLABORATIVELY gender specific, cultural diversity MAT Programs and Services: 5. SUPPORTING IMPROVED » » Are provided to assist schools OUTCOMES assist their students: for example Campus support services through MAT Programs and Services: liaison with Student Wellbeing »» Utilises proven therapeutic and Coordinators, Year Level clinical models and theories Coordinators, Teachers and School Leadership. »» Comprise a diversity of approaches that respond to »» Are developed and delivered in identified needs of individuals, partnerships with community families and communities agencies: for example Uniting Care Connections CHAMPS program »» Are informed by feedback from (children living with parents with participants, teachers, agency mental health issues); Headspace staff, stakeholders and from to support adolescents with reviews completed by MAT mental health issues. Engagement Support Officers
»» MAT Engagement Support »» Evaluation, through surveys, case Officers assist in developing study interviews and testimonials Educational Plans for students evidence improved outcomes for and contribute to Program students and teachers.
MATOverviewReport2014 35 5.2. Researchers have found that a Building on available youth broader focus encompassing development research and theory, young people’s strengths and Pittman offered the model of 5 Cs assets is important for building as a framework for understanding their skills and competencies positive youth development as well as being an effective outcomes: strategy for reducing problem • Confidence–a sense of self-worth outcomes (Porter, 2010; Scales, Benson, Leffert, & Blyth, 2000; Theokas and mastery; having a sense of self- et al., 2005). efficacy (belief in one’s capacity to succeed) Karen Pittman, an early advocate • Character–taking responsibility; for positive youth development, a sense of independence and coined the phrase “Problem-free individuality; connection to principles isn’t fully prepared” in the 1990’s. and values Pittman argued that we need to • Connection–a sense of safety, shift the paradigm in youth work structure, and belonging; positive from preventing (fixing) behaviour bonds with people and social deficits to building and nurturing “all institutions the beliefs, behaviors, knowledge, attributes, and skills that result in a • Competence–the ability to act effectively in school, in social healthy and productive adolescence situations, and at work and adulthood”. Her approach was supported by resiliency research • Contribution–active participation as well as the emergence of 40 and leadership in a variety of settings; making a difference Developmental Assets identified by Search Institute. Richard M. Lerner (“The Good Teen”, 2007) includes an additional outcome:
• Caring–a sense of sympathy and empathy for others; commitment to social justice
36 MATOverviewReport2014 4. COMPETENCE The MAT program and services clearly reflects all six positive »» Ability of participants to use learned skills in school, family/carers and youth development outcomes. community contexts
»» Ability of school/agency staff, families/carers to use learned skills 1. CONFIDENCE with participants/students/children
»» Evidence of mastery through »» Life Skills VCAL programs have participant’s development of MAT learning outcomes in both Personal skills and drills to build and sustain, Development and Work Related Skills for example impulse control, streams coordination and balance »» Case study evidence of participants »» Peer Educators display and report using learned skills to obtain and development of self-worth, self- maintain employment efficacy, fitness and positive body image 5. CONTRIBUTION »» Development of self-worth and » mastery are components of Life » Peer Educator participants display Skills programs with extra emphasis and report leadership and sense of in Headspace and Connections making a difference programs »» Long association between Croydon »» Outcomes in this area for participants Community School students and in previous Heatherwood Special Heatherwood School programs led to program »» Making a difference is a learning being embedded in their curriculum. outcome of the community project component of VCAL Personal 2. CHARACTER Development stream which is taught in MAT Life Skills VCAL programs »» Documented learning outcome for VCAL programs »» All Life Skills programs feature participants being active, practicing »» Character development is a key leadership and assisting other component of all Peer Ed programs students within the group to achieve success »» Heatherwood use MAT Code as link to school values 6. CARING »» MAT Code assists young people develop principles and values »» MAT Code specifically refers to compassion 3. CONNECTION »» All Life Skills programs feature exercises and stories to develop »» Uniting Care “Connections” sympathy and empathy MAT program »» Life Skills games teach development »» MAT Life Skills programs designed of fairness to encourage the benefits of shared learning
»» Headspace programs good examples of safe and structured approach
»» Peer Educators develop positive bonds with each other, younger students and schools/agencies involved
MATOverviewReport2014 37 6. Nature of Programs and Services
Applying the ideas from research • Specialist education settings into sensory integration; learning • Parent and child groups and developmental theories; trauma; and group theory, the MAT Program • Government Departments and utilises a variety of martial arts Agencies (DHS, Juvenile Justice, techniques that support student Eastern Health) learning and development. • Child and youth mental health Research has shown children and service programs (Headspace, young people who are struggling CYMHS) with ADHD, autism spectrum • Family support, Youth services, disorders, severe behaviour disorders Homelessness and Foster care or other behavioural difficulties, organisations. benefit from a variety of learning modalities and in particular, through Programs can be tailored to the coordination of body and mind meet the needs of the school or through active and calming activities. organisation, but are typically either 8 or 16 weeks in duration, and MAT Programs are delivered by include a staff education session. a team of qualified engagement The longer duration programs are support officers and life skills usually for Peer Education and/ instructors from a variety of or VCAL Personal Development professional and martial arts training components and are tailored to backgrounds. Programs are generally student/school requirement. conducted in school terms, five days a week, between 8am and 6pm, The MAT Program encompasses a in either 60 minute or 90 minute wide variety of individual and group sessions. The programs are non- based programs, including Life Skills combative, and provide the means programs; Engagement Support for students to re-engage with Officer services; gender specific learning. programs; peer educator and mentor programs; 1:1 Individual programs; The suite of programs is provided to Motivational and Life Skills sessions schools and organisations, including: for VCE students; Protective Practice • Government and independent programs for staff. schools (primary and secondary)
• Community schools
• Employment and training programs
38 MATOverviewReport2014 “We tend to complicate social problems but there is always a common sense, simple message that cuts through. In the end that’s the message the young people will hear. If you’re positive and kind, if you These skills can then be generalised accept people, then you don’t have bullying” to other environments such as in the home, playground and classroom The Minister for Education, the Hon. Martin Dixon MP, settings. as quoted in the Herald Sun 21 March 2014. The MAT program teaches life skills through a range of modalities including: ‘LIFE SKILLS’ • Interactive lectures.
Therapeutic martial arts based • Exercises focusing on fitness and programs involving intervention strength (developing responsibility for and prevention approaches for self and resilience).
children and young adults identified • Games and play. as needing social, emotional or behavioural support to learn life • Martial art drills and skills (fun and challenging). skills (including values of respect and responsibility, skills in decision • Behaviour rehearsal (using games/ making, growing a positive future, role play to practice life skills). managing emotions and behaviours). • Relaxation and breathing techniques (managing frustration, anger and There is increased recognition anxiety/ worry and to develop focus, that many young people are not happiness/calmness).
competent in these areas. • Story telling (metaphors to teach a life lesson by engaging young They either lack the support required peoples’ imagination). to reinforce and build on essential • Guided visualisation (an imaginary life skills from family and significant journey to discover new qualities/ others or it may be that traditional abilities or to use the skills learnt to mechanisms for passing on life skills address a previously experienced (family and cultural factors, role stressful/challenging situation).
models) are not sufficient given • Small group discussions (utilising today’s stressors. worksheets to guide the flow of discussions). The actual practice of skills in an • Programs are usually conducted by active, experiential way is a vital two qualified life skill facilitators. component in integrating new Smaller less challenging groups can knowledge for young people. be conducted by a single facilitator.
MATOverviewReport2014 39 ‘MAT ENGAGEMENT SUPPORT Program content is tailored to OFFICER SERVICES’ the specific needs of each group comprising up to 10 boys. Program Engagement Support Officers topics include: feeling good about (ESOs) play an important role as self, making good choices, respect part of an integrated education and and responsibility, managing strong behavioural management plan for emotions, managing anger and students. These are developed by conflict, social skills training, growing the school and ESOs work under the positive futures. supervision of the classroom teacher. The WOW Program is delivered over ESOs can support children and 8 weeks. Program participants are young people to develop coping expected to obtain a range of skills skills for life. ESOs are in a unique applicable to situations in the school position to be a positive, calm, and home/ family environment. consistent and reliable influence in a young person’s life while working as “The MAT Program provides positive part of a learning support team in the school and managed by the teacher role models, of gentle males. It shows that in the classroom. Equally, ESOs work ‘warriors’ are peaceful, not aggressive” closely with the school psychologist Bronwyn Harcourt, and other aides in the school. Principal EMR Options, Today’s School Channel 31, May 2012. The ESO program is designed to support schools manage Therapeutic group programs are also designed, tailored to each school’s students who are struggling with needs, and delivered to give girls moderate to severe behaviour and young women the confidence and self-belief to live their lives more challenges and who may be, or fully. A range of activities which are currently are, at risk to the safety female inclusive are provided in a of themselves or others. safe, stimulating yet challenging learning environment. Students are empowered and value the GENDER SPECIFIC GROUPS sessions which combine action with The W.O.W ‘Way of the Warrior’ discussion. is a physically active therapeutic An example being the Northcote High group program that combines School Girls Power Class conducted the principles and philosophy over 6 weeks covering topics of: Self of traditional martial arts with a Esteem; Body Image; Friendships; structured opportunity to develop Healthy Relationships; Staying Safe confidence, self-esteem and a sense and Goal Setting. of belonging for boys aged between 5 and 12 years of age. The program does not teach children how to fight but takes all of what it is to be a warrior on the inside and applies this in a therapeutic framework.
40 MATOverviewReport2014 Peer Educator Peer Educators are graduates students from “We also went through the of a 6-8 week martial arts based Keysborough importance of being part of school situ ‘Life Skills’ Program Secondary a team, and despite apparent and are drawn from Years 8 to College strengths and weaknesses, VCAL students. After completion assisting with when we are involved in a group of the program, Peer Educators the delivery effort; everyone needs to be of a MAT act as assistants to a MAT Program supportive of everyone else. We program at a group instructor. Peer Educators local primary put this into practice by doing are required to model appropriate school. the invisible chair exercise, behaviour to their younger peers which they all loved.” in other groups held at their own
Frankston Headspace Session 5, school or they may be part of Life 17th October 2011 Skills groups in other schools.
“Leadership skills are enhanced and are pivotal to personal growth, which empowers the participants to view themselves as positive contributors. This is highlighted in the Peer Education component which sees the participants help PEER EDUCATOR AND MENTOR PROGRAMS instruct Primary students over a number of weeks” The MAT Peer Educator program provides young people with Rhonda Crouch structured and supervised Director of Student Services, Hawthorn Secondary College testimonial letter opportunities for personal extract, 2011 development. Peer Educators experience success through the development of leadership skills, self-esteem and self-confidence as role models for their younger peers.
MATOverviewReport2014 41 1:1 INDIVIDUAL PROGRAMS Participant input is used to continually improve and target The one to one programs support sessions enabling program students who are disengaged from development to evolve in a flexible education, at risk of disengagement manner to address emerging needs from education, or unable to of staff. connect socially. They are designed to assist young people to re-engage The comprehensive accreditation with peers, education and/ or process of MAT Engagement employment. Support Officers includes specific Modules on Protective Practice The aims are to: Training (in addition to Theory Training Modules) which cover: »» engage young people in fun and fitness; »» Understanding of DEECD policy »» work on goal setting and problem requirements solving for education/employment; »» Understanding Conflict (verbal, »» provide pathways for socially isolated emotional and physical contexts) young people to become ‘group »» Principles of Movement (deflection, ready’. relaxation under pressure)
PROTECTIVE PRACTICE »» Effective use of body language and PROGRAMS positioning, vocal tones and the environment
These sessions provide practical, »» Breath, time and self-care effective ideas and techniques that » educators can use to address their » Scenario training and assessment personal safety concerns in schools. CAMPUS SUPPORT The focus is upon implementing pre-cursor strategies (for example The MAT ESO Campus Support de-escalation) before the need for model is designed to augment self-defense. Thus enabling and a school’s abilities to deal with empowering staff to have a ‘front ongoing behavioural issues. ESOs foot’ approach to behavioural trained in campus support can management, rather than being assist in the design, development drawn into reactive patterns. and implementation of Individual Education Plans in association with The feedback from these sessions student/s, teachers, parents and has always been exceptionally other key stakeholders (for example positive with the teachers and carers DHS, CYMHS). Campus support stating that they learned useful and ESOs work with teachers, year empowering skills, gained relevant level coordinators and the school information whilst having fun. Many leadership to achieve sustainable said that the sessions have changed student outcomes. their lives by reducing stress levels; physically, strategically and mentally empowering them with skills and through awareness to be able to manage physically dangerous students.
42 MATOverviewReport2014 Case Study: Karl
“Karl” in reflecting upon his connection with panic attacks which were misdiagnosed as the MAT program believes that it was one of an anaphylactic reaction to foods containing those moments in life when you wonder, if you ‘MSG’. Karl describes how he felt living with hadn’t have done this, where would you be anxiety “It’s almost like if you don’t do this today! “Steve could have very easily said I’m ‘thing’ that you need to do the world is going not the right guy so I am very appreciative for to end; you would feel wrong for the rest going out of his way, it really says something of the day”. All of which was significantly about character”. Both Karl and his mother affecting Karl’s learning, coupled with what he agree that the guidance learned from the MAT describes as “under the radar bullying” which program has been extremely beneficial and “bust my confidence, I had a lot of anger and played a big role in shaping the man that he is resentment toward them.” today. At age 16 Karl was introduced to the Martial IN THE BEGINNING Arts Therapy program with Steve Golding as the instructor. “I didn’t have an outlet until Up until the age of six and half Karl frequently the time I started training with Steve, I loved witnessed violent and abusive behaviour from the challenge and couldn’t wait to go back”. his father towards his mother, to the point of Karl’s mother began to really notice that he severity where she said “Should I make it out was a much happier, that he was drawn to the of the incident alive, I would not let history physical aspect of getting stronger and the repeat” and a divorce was obtained, with Karl philosophy that strength isn’t about fighting and his twin brothers living with her. or aggression but about self-control and using the ‘The Code’ to constructively address life At age 14 Karl began to visit his father on some and school experiences. weekends describing some of the time spent with him as quite tense, “when Dad would Karl completed his VCE and ceased his have a stressful day, his actions would make it participation in the MAT program. His mother seem like it was always your fault. It was like observed that Karl regressed to a continuing walking on egg shells around him just trying state of anger, depression and anxiety, which not to get in his way”. On several occasions was tearing their family apart like it had been Karl witnessed his father engaged in “off his previously “He wouldn’t shower or groom, his face drunk driving”, which Karl did not agree room was disgusting, he had no hope and felt with but was in no position to say so, as he was that there was no one to reach out to” fearful of any repercussion. A tipping point was reached when Karl picked Many aspects of Karl’s life were creating up a knife, making violent gestures and saying enormous amounts of stress within, resulting that it was within his power to end her life. in him becoming increasingly frustrated and During the interview, Karl disclosed that he has showing signs of severe aggression toward done some things that he isn’t too proud of family members. His depression and anxiety and that it is a good thing that his mother was became so extreme that he experienced able to stay strong and not give up on him.
MATOverviewReport2014 43 He describes his experience as “getting down THE FUTURE to that raw survival type instinct and that I wasn’t told how to do this, it wasn’t out of a Karl explains that he does not have just a single book. I was literally on my hands and knees desired path that he is set to follow, there are and decided that I’m not going to continue many things he wishes to accomplish and this, the weight of the world was on my that he believes that to do one thing does not shoulders, it was the build-up of the last mean another must be sacrificed. He wishes couple of years, I’m worth more than what I’m to travel to Japan to study Martial Arts culture currently doing.” and practices, and to climb Mount Everest. He is also very keen on the concept of becoming Karl took up the opportunity to assist Steve a detective (something that he is working in the MAT Life Skills program, being selected toward achieving during his own time). (because of his life experiences) as a role model/mentor to engage young people in “We are all the hero of our own story… you are understanding their current situations and to the one that must make the choice… and gain another perspective for their future. believe in yourself.”
Karl enjoyed this work and his enhanced skill set enabled him to train to become an accredited MAT Engagement Support Officer (ESO). He started full time employment with the Student Development Centre (EMR Options) overseen by Brooke ….. Karl progressed from involvement in programs for young children to those for senior students. “It has been such an advantage having Karl around, because of his natural ability to make connections through empathy and drawing upon his own experience. He displays excellent engagement skills and shows interest toward students, intuitive, picks up on feedback and acts on it very well, has always had a good understanding of his role which is that he is there to assist the teachers, not be the teacher.” Karl’s input is “…also beneficial during staff debriefings; he is able to reflect in great detail some of the approaches to different situations that have worked for him through his own practice.”
44 MATOverviewReport2014 7. Unique Characteristics
MAT Programs and Services are »» Collaboration with Options Capacity highly valued as they are adaptable Building Unit as campus support to implement student Individual to changing school and student Education Plans needs. The increasing uptake by schools of our programs and »» Professionally supported: all ESOs services over the last several years is receive quarterly individual reviews and participate in mandatory attributed to the following factors. professional development sessions
MAT ENGAGEMENT SUPPORT »» Flexibility of ESO staff: able to OFFICERS interchange staff depending on performance/suitability, staff can »» Have collaborative approach of move schools along with a student Support the School to Support the (within the region), avoiding potential Child excess.
»» Effective in assisting staff to improve MAT Engagement Support Officers disengaged student’s participation in undertake an intensive training learning program of 63 hours spread over 9 »» Provide school based support both in days encompassing: the classroom and the schoolyard • The Role of MAT Engagement »» Engage in safe practices Support Officers
»» Build school and staff capacity to • Role of MAT Coordinator manage challenging behaviours • Working in Schools-Things To Know »» Effective in reducing negative outcomes associated with student • Normal Child Development behaviour likely to cause the risk of Information injury to other students and staff. • Causes of Behaviour Problems in »» Effective in reducing staff stress Children related to students with challenging • Observation behaviour • Principles of Managing Challenging »» Affordable as ESO employment is Behaviours Escalation and De- at basic DEECD Education Support Escalation Cycles Staff rates • Dealing with Concerns about Student »» ESOs used on a short, medium and Safety long term basis (including use of split ledger payment methods) • Reporting Child Abuse
»» Accountable as all ESO shifts are • Minimising Risk of Allegations documented and reviewed • Writing Reviews »» Backed up by a network of experienced staff to assist in • Principles of Redirection and development of student Individual Technique Education Plans
MATOverviewReport2014 45 MAT ESOs are required to »» More able to engage less willing and COST EFFECTIVE IN successfully complete written, more disruptive students than other MA providers COMPARISON TO OTHER active scenario and observed field THERAPEUTIC PROGRAM placement assessments in order to »» Consistent recommendation by a achieve accreditation. major funding body School Focussed Youth Service as a quality provider 30-50% CHEAPER Ongoing training throughout the »» Proven track record using Peer year is provided to support the Education concepts within programs professional development of ESOs »» First Martial Arts Life Skills Program and enhance their capacity to to receive exemplar status by VCAL support children and education quality assurance as an effective staff. Four professional development method for reaching expected days are now mandatory for learning outcomes in the Personal all ESOs to attend as well as Development stream compulsory quarterly supervision »» Cost effective in comparison to other meetings. These cover areas such as therapeutic program providers (such professional practice and standards, as outdoor adventure, animal therapy) as generally MAT is between 30 to professional development needs and 50% cheaper other issues as they arise. Hence, maintaining a high level of quality »» Wide variety of Instructors in terms control and support to staff working of life experience, age and gender and all with MAT training and with children with significant needs accreditation in school systems that are frequently under stress and are not able to LIFE SKILLS INSTRUCTORS provide the debriefing or guidance UNDERTAKE THE MARTIAL needed for ESOs to continue to be ART THERAPIST TRAINING successful in this role. PROGRAM, LEVEL 1.
MAT LIFE SKILLS PROGRAMS This provides participants with the skills and knowledge they will » Stronger therapeutic background » need to act as Assistant and Lead than other Martial Arts (MA) private providers and with greater Life Skills Instructors in group and individual educational content versus MA skills Life Skills programs. content • The training program consists of 7 modules and is delivered over 7 hours encompassing:
46 MATOverviewReport2014 • The MAT Program and Role of MAT approaches Program Instructors »» Includes soft hand approach to • Standards Required for MAT Program physical protective behaviours Instructors and Peer Educators component
• The CODE and Martial Art Therapy • Contains innovative interactive Skills and Drills participant assessment approach
• Managing Challenging Behaviours • Increases DEECD staff capacity to maintain safe, orderly and inclusive • Managing Challenging Behaviours and environments (within and external to Running Groups the classroom)
• Lesson Plan examples; MAT Manual; • Consistent recommendation by General Polices and Work Instructions school principals and participants of MAT as a quality protective practice Life Skills Instructors (LSIs) must program provider successfully complete a written • Program content continually updated assessment task within 14 days of in line with DEECD policy attending training. LSIs must then successfully complete a minimum of 30 hours (within 6 weeks) practical assessment delivering program components under the direct supervision of a Senior MAT Life Skills Instructors to a variety The MAT Program strategies of groups in a variety of settings. have been a great tool used After successfully completing both in our school to help absorb, written and practical assessment and then re-direct challenging tasks LSIs Level 1 deliver programs behaviours. The information as Assistants to Senior Life Skills given was direct, incisive, & Instructors. Progression from Level all extremely relevant. I have 1 to Senior Life Skills Instructor is a found this course, amongst case by case experience. all the other PD’s I’ve done, to best practically implement All Life Skills Instructors receive the legislated theory of ongoing Professional Development Protective Practices. The as individuals at the end of each thoroughness, planning, and school term. resources committed to this MAT PROTECTIVE PRACTICE very important specialised field PROGRAMS by the MAT team is plain for all to see. I would a have no »» Strong therapeutic background in hesitation in recommending this comparison to generic Martial Arts program to people working with based staff safety programs individuals exhibiting extreme or »» Specifically designed to meet the challenging behaviours. needs of staff (teachers and aides) working in a range of school settings Hugh Watson, Welfare Officer and environments Vermont South Special School, 2014
»» Model based on principles of harmony and natural movement with research and in practice validation of effective
MATOverviewReport2014 47 8. Return on Investment
The Martial Arts Therapy Program insight into the return on investment delivers social, economic and from the MAT Pilot program. environmental benefits to individuals, schools, families, It is beyond the scope of this report communities and the State on a cost to assign specific monetary values to effective basis. MAT Program outcomes and savings.
It does so through a range of 8.1 MAT PROGRAM ECONOMIC strategies including: BENEFITS:
»» support for children and young “There is sound evidence that people with a prevention focus (Life prevention and intervention Skills programs); intervention and development focus (Engagement strategies applied early in life and Support Officers) in the life of a problem are more effective for individual outcomes, »» quality assurance of practices through and deliver a better economic rigorous training of MAT personnel, formal supervision and ongoing return to the state, than intervention professional development applied later in life.” VCOSS & YACVic (2013) »» capacity building of school staff and agency staff, through professional learning programs “We know that by intervening early to help young people stay in school, »» retained memory through engage in training or find work, documentation (Student Individual we can set them up for a better Educational Plans and School Safety Plans) future and so they can participate fully in the workforce rather than » established practices and operating » languishing on benefits.” Yeomans, C. systems which are sustainable and replicable (2014)
Social return on investment benefits Interventions that reduce youth can be identified in terms of direct disengagement could potentially outcomes and in terms of savings on return 23.6 times the government’s future expenses, as cost avoidance initial investment to society. or reduction. Melbourne Interface Councils, (2006) Considering the lasting changes created in children and young Early school leaving costs Australia people’s lives by their involvement over $2.6 Billion each year, Jack in MAT programs and services, and Thompson AM building a wider story of impact “Research has shown that the (effects on individual’s schools, average lifetime costs to Australia for families, and communities) gives an
48 MATOverviewReport2014 each early-school leaver (i.e. before Economic benefits of retention Year 12) is $74,000–nearly half of also include the additional earning which is a direct monetary cost, potential for school graduates with the remainder including social continuing to further education, costs such as increased demand for training or employment compared medical and social services, related to early school leavers and through crime prevention costs, etc.” King, A. reduction in unemployment benefits. (1999). 8.2 MAT PROGRAM EDUCATIONAL “There is a growing crisis in Australia BENEFITS: of youth unemployment and disengagement. Some young people According to the Australian need a lot of support to successfully National Social Inclusion project, overcome the challenges and issues which examined the role education in their lives that are holding them can play as a pathway out of back……if we don’t make the effort disadvantage; the add-on benefits to keep young people engaged in of education include greater access education and work, then there is to employment, participation in a greater risk that they’ll engage in community activities, and improved anti-social behaviour” Thompson, D. sense of wellbeing, particularly for (2014) those from a low socioeconomic background. The underemployment for 15 to 24 year-olds is 12.6 per cent; for the “Children from poorer households whole population it is 6.9 per cent. are more likely to underperform in The underutilisation rate for 15 to 24 Literacy and Numeracy tests and to year-olds is 23.7 per cent, compared leave school earlier than their more to 11.9 per cent for the entire labour advantaged peers” Muir, K et al. force population. 20 per cent of all (2009) casual workers are aged 15 to 19. FYA (2013) As evidenced by surveys, testimonials and case studies the “With a rising unemployment rate MAT Program delivers a range of in Australia, it’s getting harder and educational benefits for students, harder to get a job if you don’t including: school retention, have Year 12 or qualifications that minimizing school changes (arising employers need.” Sharkie, R. (2014) from expulsion), regular attendance, and improved learning focus There is an annual cost of $20,000 resulting in enhanced academic for a young person to be on Youth performance. It does this by using Allowance. activities that build on the capacity and strengths of young people to The MAT Program is based upon the fact that develop resilience in meeting life’s prevention and early intervention strategies are challenges, including the ability to deal with the unexpected or more effective than restoration and that continuing setbacks. in school education is a pathway to higher education, training or employment.
MATOverviewReport2014 49 The MAT Program delivers whole The MAT Program is delivered by quality assured of school benefits, including: strengthened relationships trained and committed professionals, many of between students and their peers whom have “lived experience” of the issues facing and between staff and students; children, youth and their families. increased teacher time dedicated to student learning (minimizing 8.4 MAT PROGRAM HEALTH, diversion to address behavioural WELFARE AND WELLBEING issues); reduced teacher stress, BENEFITS: savings on work cover claims, increased classroom safety and The MAT Program encompasses reduced school leadership time approaches that address differing required for student disciplinary/ needs, developmental stages and welfare issues. that are culturally aware. It creates a learning environment that is The MAT Program leaves a welcoming, respectful, stimulating, legacy through capacity building non-threatening, interactive and engaging for children and youth. of principals, teachers and MAT Program participation leads to aides in alignment with school improved physical and mental health wide positive behaviours and of individuals. wellbeing policies. Savings accrue through reduced demand for health services and case 8.3 MAT PROGRAM FAMILY workers, and through reduced or BENEFITS: eliminated need for drug treatment, counselling and rehabilitation. “Many Australians find it hard to break free from cycles of “The goal is to enable children to disadvantage. This cycle can result develop health, educational and from patterns of disadvantage social skills upon which they can established in childhood and build successful lives” ASIB, A. adolescence reverberating into Report (2010) adulthood. Youth policy should focus on building relationships with trusted The MAT Program reinforces a positive adults and service providers.” ASIB A. Report (2010). life affirming attitude in line with society’s expectations, restoring hope to young people and MAT programs and services create quality relationships and a belief in their future. partnership approach with young people, family/guardian/carers, teachers and staff. It offers increased stability, safety and improved family relationships. Representing a new approach for families/agencies when young people have fallen through the gaps and when other existing approaches have been unsuccessful.
50 MATOverviewReport2014 8.5 MAT PROGRAM COMMUNITY MAT programs and services are BENEFITS: provided in existing facilities of schools and community agencies “It costs approximately $528 per day thus minimizing costs of delivery and to hold a young person in custody providing accessibility (flexible hours compared to just $52 per day for and choice of locations including less community-based supervision.” formal) to match participant needs. Minister for Community Services, The Hon Mary Wooldridge, MP, May MAT Program outcomes include 2011 the re-establishing connection to The MAT Program provides significant benefits school and to local community for the community in reducing youth offending and hence contribution to and decreasing recidivism. building stronger communities.
The provision of a holistic system of support for young people, where services are ‘linked–up’, can be likened to ‘scaffolding’, support that is available to young people as they build their own capacities. Gilligan, R. (2006)
The MAT Program provides a single entry point for all services delivered in partnership with schools and respected community organisations.
MATOverviewReport2014 51 52 MATOverviewReport2014 8.6 MAT PROGRAM INCOME VERSUS COST ANALYSIS
Table One: MAT Pilot Program Expenditure
Year Total All Administration Training MAT Professional Transport Costs Personnel Accreditation Equipment Fees - travel - salaries PD - accom. - on costs - casuals - sub contracts
2010 $773,467 $692,507 $36,180 $5,365 $1,795 $37,620 0
2011 $811,008 $716,342 $31,629 $17,179 $3,593 $40,290 $1,975
2012 $842,126 $763,842 $9,232 $18,744 $5,542 $40,155 $4,611
2013 $760,966 $682,849 $9,590 $10,695 $3,982 $53,850 0
MAT Pilot Program Total Income and Total Costs Tables
2013 Notes: is on personnel, accounting for approximately 90% of the A new financial management system annual budgets. based upon an appropriate Business model was implemented at the Expenditure on administration has beginning of the year, previously this been kept to a minimum, being was CASES based. The Professional 4.7% in 2010 and reducing to 1.3% in Fees figure includes the costs 2013 of total costs. This is attributed associated with the capacity to to the location of the program in employ casual ESO staff through an the host school which provides external system (no longer being access to DEECD systems. The possible through the host school) administration cost for 2010 and 2011 and access to professional expertise. included the costs of developing and implementing the required In 2011 and 2012 the Transport operational program document costs reflected expenses incurred management system (to align with for the outreach contact required DEECD requirements). to establish and support the ESO service model. In line with our progress toward sustainability this Year Total Pilot Fee for area of expenditure was covered by Income Grant Service DEECD reimbursement from schools via the DEECD Employee transport policy 2010 $611,784 $201,500 $410,284
or via inclusion in personal taxation 2011 $635,500 $209,500 $426,000 returns. 2012 $841,000 $231,000 $610,000
MAT pilot program service 2013 $754,040 $231,000 $523,040 delivery highest cost component
MATOverviewReport2014 53 CONCLUSION MAT Program MAT pilot program establishment and development was supported by Pilot Funding the DECCD grants. Program delivery has been strongly underpinned by fee Sources for service payments from schools and agencies. This funding model has generated a financial return on the DEECD pilot investment of $2 700,000 raised for every $1 provided, with the 600,000 majority of combined income being expended on personnel for program 500,000 delivery to schools.
400,000 In addition schools have directly employed MAT trained and 300,000 accredited personnel by accessing 200,000 SRP funding to meet the needs of their students. 100,000
0 2010 2011 2012 2013
Table Three MAT PROGRAM DELIVERY Year MAT trained MAT trained youth work DEECD Pilot Allocation Funding School agencies Employed employed MAT Program Fee for Service
2010 $137,000 MAT Trained & Supported Staff School Employed Salaries 2011 $433,000
2012 $465,000
2013 $570,000 $349,000
CONCLUSION
MAT accreditation has also provided employment pathways to community agencies supporting youth at risk, such as YASA, Brotherhood of St Lawrence, Youth Connections and Autism Plus. This direct employment by schools and agencies has necessitated the continuing recruitment, MAT training and accreditation of Engagement Support Officers.
54 MATOverviewReport2014 9. MAT Program: Delivering on Government Policy
The Victorian Government has is particularly true in addressing the set the scene for improving the complex needs of students who are education system as outlined in key disadvantaged or vulnerable.” TVLC documents being enacted through p.25 (2012) the Department of Education and Early Childhood Development (the The structure of MAT service is Department). designed to be inclusive of input from all stakeholders in collaborative Towards Victoria as a Learning framework. MAT programs are Community (TVLC) flexible, so they can be tailored to the complex needs of students who “The evidence confirms that a safe are disadvantaged or vulnerable. and orderly school environment is essential for improved student The Compact: Roles and learning. Unruly behaviour impacts responsibilities in Victorian not only on the students concerned, government school education but also disrupts the learning of “Principle 1: All students can exercise other students.” TVLC p.16 (2012) education choices that meet their “The Department will: Support learning needs, aspirations and schools to purchase professional interests, and will be supported to development directly from their reach their full potential. choice of high-quality provider.” Aim TVLC p.17 (2012) • Provide teaching and learning The Therapeutic Martial Arts programs, and implement practices and resources, which allow young Association oversees MAT Victorians to fully participate in governance; schools and agencies education. attest our provision of high quality • Develop the skills and abilities that effective programs and services. will prepare all students, including vulnerable students and students with The MAT Program is an explicit, disabilities, for lifelong learning and evidenced-based model of student success in their chosen post-school behaviour management, to guide pathway.” The Compact, p.3 professional practice. TVLC p.23 (2012)
“Victorian schools will only be able to fully meet needs of students by collaborating and fostering networks of partners to build personal learning experiences for each student. This
MATOverviewReport2014 55 The MAT Program is attested by to maximise student attendance schools and agencies as being in order to improve their learning accessible and as a provider of outcomes. inclusive services. • Document, communicate and implement school policies and The MAT Program has a strong strategies relating to student history of support to students and safety, wellbeing and engagement. staff in specialist schools, alternative This includes taking reasonable settings and via agencies (such as measures to eliminate discrimination, Headspace, Berry Street), as it can and victimization as far as possible, addressing the impact be tailored to meet the specific of disadvantage, and supporting developmental needs and provide students facing complex challenges” skills to address the complex The Compact, p.5 (2013) challenges facing children and youth. The MAT Program Manager has regular communications with The programs focus upon DEECD policy units in relation to empowering students using a documentation of school policies capacity building framework to and practical implementation enable them to continue in education strategies to support students facing complex challenges. MAT personnel Principle 3: Schools provide inclusive, work with the Options Capacity safe and orderly environments for all Building Unit to assist schools members of the school community. with appropriate documentation of policies and strategies and with Aim information management. Support the engagement and wellbeing of all staff and students, “The Department will: including vulnerable students • Provide practical guidance and and students with disabilities, by resources for managing challenging providing a climate of fairness, trust behaviour of students, parents and and mutual respect.” The Compact, staff, and for managing bullying, discipline, cyber-safety and wellbeing p.5 (2013) • Ensure access to professional learning The MAT Program values base relating to student welfare and enables the creation of a learning discipline, and access to specialist environment (for students and staff) expertise in exceptional, complex cases which reflects the climate describe in the above aim. MAT Protective Practice programs promote access to specialist Responsibilities “Schools will: expertise in complex cases (every • Build partnerships in local areas Engagement Support Officer and with families to maximise referral). student inclusion, engagement and re-engagement in high quality Concord School is a great example learning experiences. of a school utilising a range of MAT services including Life Skills Schools and agencies request programs, ESO support and training MAT services to participate with staff in Protective Practices families to create new patterns of engagement at home and at school,
56 MATOverviewReport2014 Broker partnerships with youth, The Victorian Government is also community and health services enacting change through the where a school is facing particular Department of Human Services challenges and needs support (DHS).
The MAT program long term The Department of Human Services relationship with Croydon is committed to making a positive Community School exemplifies the difference for Victorians most in capacity to establish and sustain need through the provision of partnerships for the benefit of housing and community services. schools, children, youth and their families. The Commission for Children and Young People (CCYP) has been “The program (MAT) continues established to promote continuous to bring together key partners improvement and innovation in: in supporting disadvantaged policies and practices relating to youth, partners include schools, the safety and wellbeing of children government and non-government and young people generally and in youth support agencies such as particular those who are vulnerable; Outer East Youth Connections, and the provision of out of home Department of Human Services and care services for children. the Salvation Army.” “It is through the linking of key stakeholders and “By intervening early to support the adaption of the program to the attitudinal and behavioural change in school’ and communities’ individual adolescents, we can reduce the risk needs that the program develops a of them graduating to other violent targeted implementation plan.” Mark behaviours – and enhance family Heuston, Campus Principal Croydon safety” Minister for Community Community School, 2013. Services, The Hon. Mary Wooldridge, MP (as quoted in The Age, February 10, 2013)
MATOverviewReport2014 57 “Like all adolescents, young The MAT Program Manager people involved with youth justice face developmental changes has regular communications and challenges associated with with Departmental officers this life stage covering physical, from DEECD and DHS cognitive, psychological and social changes. However in contrast to confirm that MAT service to most adolescents, they often delivery remains in line with present with complex needs Government policies and to associated with: socio-economic disadvantage, childhood abuse pass on best practice knowledge and neglect, exposure to family gained through the continuing criminal behaviour, substance abuse and /or mental illness, poor school implementation of MAT performance, lack of family and program and services. social supports, and homelessness.” Youth Justice and Disability Forensic Unit, DHS, January 2013
Training and accreditation of MAT personnel involves knowledge of the developmental stages of young people and the capacity to build and sustain rapport across these stages.
Knowledge of health and welfare issues and their usual and unusual manifestations, together with awareness of the impact of peer and family challenges for children and youth are essential. Effective interpersonal skills include empathy from lived experiences, and capacity to motivate change through belief in each individual. The currency of such knowledge and skills is sustained through quality assurance processes and regular professional learning sessions.
58 MATOverviewReport2014 MATOverviewReport2014 59 Case Study: Daniella
The Martial Arts Therapy program provided Dani hopes to make a difference in the lives Daniella with the tools she required to turn of others. Her passion, enthusiasm and her life around. It enabled her to effectively professionalism are apparent as she thrives manage her anger and frustrations with on being a positive role model and support to strategies learned through psychosocial young people with troubled lives. rehabilitation as well as traditional martial arts training techniques. It has helped her with The MAT program has enabled Dani to re-focus her personal development and through the on her life. She has learned that it is what you support of the engaging staff and trainers Dani do that defines you. No longer is she the angry was able to rebuild her confidence, self-esteem and confused teen that arrived at Croydon and a sense of belonging. Community School. Dani is highly motivated and enthusiastic about her future. Her The MAT code has become a way of life for dedication and strong work ethic is displayed Dani and is something she constantly refers in her business success today. Dani’s hopes are back to in dealing with everyday challenges. for a thriving business, a family, and a fulfilled She has become a teacher and mentor in her and happy life. own right, promoting the “Way of the Warrior”. Dani believes the MAT program opened her eyes and enabled her to make life choices that were not previously available to her and that in turn has allowed her to share her passion with other vulnerable young people.
Dani has many achievements. Whilst studying VCAL in 2006 she under took a traineeship in disability studies and completed work experience in primary and secondary schools in Maroondah. She also worked at the adolescent psychiatric ward at the Maroondah Hospital. She is a qualified masseur and has completed a certificate in beauty therapy. A certificate in disability health and fitness allows Dani to work with special schools, such as Heatherwood. In 2007 Dani was recognized for her dedication and commitment, she was awarded the Young Citizen of the Year; presented to her in recognition of her contribution to the community of Maroondah. Dani now runs a successful business of her own; she incorporates her love of fitness and beauty therapy to provide a service for women in the city of Maroondah.
60 MATOverviewReport2014 10. References
Australian Bureau of Statistics (ABS). King, A. (1999). The Cost to Australia of Early Australian social trends (ABS Catalogue No. School Leaving. Dusseldorp Skills Forum. 4102.0). Canberra, Australia: ABS, 2008 Canberra: National Centre for Social and Economic Modelling, University of Canberra. Australian Social Inclusion Board, (2008) Children at greatest risk of long-term Lakes, K. D., & Hoyt, W. T. (2004). Promoting disadvantage–elements of successful self-regulation through school-based programs and services. martial arts training. Applied Developmental Psychology, 25,283-302. doi: 10.1016/j. Australian Social Inclusion Annual Board appdev.2004.04.002. Cited in Legg, K. (2013). Report (2010) Understanding and breaking cycles of disadvantage. Legg, K. (2013). The value of an occupation- based martial arts therapy program for Australian Social Inclusion Board Report children who have a parent with mental (2011) illness. (Unpublished Honours thesis). Department of Occupational Therapy, Monash Bin Bu et al., (2010). Effects of martial arts on University, Melbourne, Victoria, Australia. health status: A systematic review. Journal of Evidence-Based Medicine, 3 pp 205-219 Maybery DJ, Reupert AE, Patrick K, et al. (2009). Prevalence of parental mental illness Campbell L, McGuire M and Stockley in Australian families. Psychiatric Bull, 33, C (2012). I Just Want to Go to School: 22-26. Voices of Young People Experiencing Educational Disadvantage – Key Findings and Melbourne Interface Councils (2006) Staying Recommendations. Good Shepherd Youth Connected: solutions for addressing service $ Family Service, Jesuit Social Services and gaps for young people living at the Interface, MacKillop Family Services nlt consulting, Melbourne.
Durlak, J. A., & Weissberg, R. P. (2007). Morand, M.K. (2004). The effects of mixed The impact of after-school programs that martial arts on behaviour of male children promote personal and social skills. Chicago, with Attention Deficit Hyperactive Disorder. IL: Collaborative for Academic, Social and (Doctor of Psychology Dissertation), Hofstra Emotional Learning. Cited in Legg, K (2013). University, Hempstead, NY. Cited in Legg, K. (2013). Foundation for Young Australians (2013) How Young People are Fairing. Muir, K et al (2009) State of Australia’s young people: A report on the social, economic, Golding, S. & Triggs, V. (2011). The MAT health and family lives of young people. Program a therapeutic martial program: Year two report of the three year pilot for Pro Bono Australia Newsletter articles the Department of Education and Early retrieved from www.probonoaustralia.com. Childhood Development. au/news
Gilligan, R. (2006) ‘Creating a warm place • Sharkie, R. Youth Connections National where children can blossom’, Social Policy Executive Officer, 8 April 2014. Journal of New Zealand, vol. 28, pp. 36–45. • Thompson, D. Jobs Australia CEO, 8 Hosman C, van Doesum K, van Santvoort, F. April 2014. (2009). Prevention of emotional problems • Yeomans, C. Mission Australia CEO, and psychiatric risks in children of parents commenting upon the National Jobless with a mental illness in the Netherlands: I. The Families Report, May 2014 scientific basis to a comprehensive approach. Australian e-J for the Advancement of Mental Queensland Health. (2013). Fact Sheet 2: Health 8(3) Working with parents with a mental illness:
MATOverviewReport2014 61 Risk and protective factors. Cited in Legg, K. (2013).
Resilient Youth Australia (2014) website article research references. www. resilientyouth.org.au
Rickwood DJ, Deane FP, Wilson CJ. (2007). When and how do young people seek professional help for mental health problems. Medical J Aust; 187: S35-S39.
State of Victoria (Department of Education and Early Childhood Development) (2013) The Compact: Roles and responsibilities in Victorian government school education.
State of Victoria (Department of Education and Early Childhood Development) (2012) Towards Victoria as a Learning Community.
State of Victoria (Department of Human Services) (2013) Youth Justice in Victoria. Youth Justice and Disability Forensic Unit
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62 MATOverviewReport2014 11. Acknowledgements
• MAT Program Pty Ltd • Jenny Ward
• Croydon Community School • Katherine Legg, Bachelor of Occupational Therapy (Honours) Graduate, Monash University • Options Network • Dr Primrose Lentin, Monash University • Department of Education and Early Childhood Development • Eastern Health and Rebecca Allchin, Bronwyn Sanders (FaPMI) • Therapeutic Martial Arts Association Inc. (TMAA) • Chisholm TAFE and Vanessa Harwood • Department of Human Services • atEast VET and School Based Apprenticeships • Outer Eastern Local Learning and Employment Network • Birdman Accessories
• School Focused Youth Service • Hollywood Panels
• Child & Youth Mental Health Service (CYMHS) • Shukokai Karate Victoria
• Uniting Care Connections • Ultimate Martial Arts
• Paris Consulting Financial Services • Victorian Kung Fu and Tai Chi Association
• Chris Bennett, Partner Price Waterhouse Coopers • Warrandyte Aikido (retired) • Fudoshin Martial Arts • Virginia Golding, Child and Family Therapist • Tans Martial Arts supplies • Victoria Triggs, Director Leading Lady Consultancy
MATOverviewReport2014 63 Be strong
Be calm
Be kind
Try hard
MATOverviewReport2014 p +61 3 9724 2900 f +61 3 9724 2999 w tmaa.org.au