Beliefs behind the Model:

• The model is participant centered
• Youth need to experience a sense of belonging and have the opportunity to contribute to community building
• A team approach with community partners and funders is necessary for a fuller support system

 

 

 

Rationale behind the Model:

• To ensure change, there must be a whole person approach
• In order to develop and grow, all areas of life must be considered. This involves looking at all aspects of a person’s life and working to break down existing barriers in those areas.
• Programs and services must be integrated
• A model was needed to provide direction for program and service growth

 

 

 

About the Model:

Circles, or wheels, are used to ensure simplicity of presentation. A circle or wheel also represents movement, and symbolically represents our desire to keep things in motion and be adaptable. A circle represents community. The model charts a clear path for the progressive movement and future development of the Murphy Centre.

 

In the General Framework Model the participant is at the center. They are the motivation and inspiration of all that takes place at the Murphy Centre. They are the reason we do what we do. People that support the delivery of services, surround the participant in the Inner Circle. The Outer Circle displays the specific service areas. The following will briefly describe the particular elements contained within the model.

 

 

CENTER

At the center is the participant. Up to the point of enrolment, participants have been impeded from accomplishing their goals due to a variety of barriers they have encountered in their lives. At the Murphy Centre each participant is valued and believed to have immeasurable worth. Staff work with participants through one on one interaction and through the delivery of a number of programs and services designed to best meet the needs of the individual, and to assist them in overcoming personal barriers.

 

 

INNER CIRCLE

Within the General Framework, there are four groups who play a significant role in supporting the participant, the organization and the program needs of the Murphy Centre. While each of these groups has a distinct role, they mutually depend on each other. They are the following:

 

 

CHRISTIAN BROTHERS

The Murphy Centre is named after Brother Thomas Ignatius Murphy, an educator who addressed the needs of youth and always believing in the inherent worth of individuals. Due to his commitment to youth and the example he showed, the Centre was named after him. While the needs of today’s youth may be slightly different, the attitude and approach that Br. Murphy demonstrated towards people is at the core of the philosophy and underlying principles of the Murphy Centre.

 

While the Christian Brothers were integral to the creation and development of the Centre, over time they have taken less of a role. This has resulted in some program and governance changes. The Murphy Centre is non-denominational in its approach and sets about its mission in a manner that recognizes and promotes the value of each person. Inspired by the founding vision of the Christian Brothers to respond to the need of the time, the Murphy Centre is ever alert to changing needs and takes all necessary action in an effort to respond to them.

 

The current relationship with the Christian Brothers is guided by an agreement approved by the Board of Directors and the Congregation. While over the years the role of the Christian Brothers within the organization has changed, they do make generous volunteer contributions to the staffing component of the Centre.

 

STAFF

The Murphy Centre places great emphasis on having a skilled and dedicated staff. Staff at the Murphy Centre are to be commended for the commitment and support they provide to the participants. The Centre eagerly supports all opportunities to provide professional development for staff members. As well, a variety of strategies are used to promote communication and teamwork, and build a sense of community.

 

 

BOARD OF DIRECTORS

The Murphy Centre’s Board of Directors consists of generous, committed and skilled members from the community. As volunteers, these individuals take on the task of supporting, directing and challenging the Murphy Centre to be true to its mandate. While having to go through the acceptable approval process, Board Directors are selected based on the following criteria: applicable skills in the areas of program development (education, career, life skills), human resources, financial and administrative, research, marketing, social sciences and education. Other attributes include a wide range of contacts in a variety of sectors, i.e. community, business, post-secondary, government, etc. The Board has overall responsibility for the organization. Committees are formed to address specific issues relating to their area of concern. These are the Program Committee, Human Resources Committee, Finance Committee and the Planning and Development Committee.

 

 

FUNDERS AND SUPPORTERS

Over the years, the Murphy Centre has developed a network of funders and supporters. We value all of our partners, both those who provide financial and in-kind support. It is the intention of the Murphy Centre to further develop and implement consistent partnership building strategies. We consider all funders and supporters as crucial partners in the delivery of direct and indirect services for the participants. The following government departments and community sectors provide some level of support to the Murphy Centre: Human Resources Development Canada, Human Resources and Employment, Department of Education, Avalon East School Board, Health and Community Services, Businesses, Employers, Corporate Community, Community Agencies, Individual Volunteers and Donors.

 

OUTER CIRCLE

 

The Outer Circle or Wheel contains eight different services that are available to participants of the Murphy Centre. Each service wheel contains a number of different components. These eight service wheels do not spin in isolation of each other. They work together in an effort to provide an integrated and wholistic approach necessary in meeting the individual needs of each participant. The services and their components are as follows:

 

OUTREACH SERVICES – this service offers the following components:

 

·   Initial Contact: This contact is done within the young person’s environment and through visiting other front line community-based organizations. An essential ingredient in a youth outreach program is making youth aware of the various services available in the community.

 

·   Self Reflection: Through self-awareness development activities, young people develop self-reflection and self-advocacy skills. Youth access their own strengths, needs and learning styles, and come to their own decisions regarding short-term and long-term goals. They are also introduced to a career counsellor who assists with self-exploration activities.

 

·   Relationship Building: By establishing positive rapport with youth, youth outreach workers become role models and mentors for young people. The relationship becomes a significant tool for breaking down many of the barriers that prevent youth from seeking services.

 

·   Determination: Youth workers determine the supports required in relation to the young person’s needs. The result is the development of an individual service strategy plan that outlines the needs of the individual and the community-based organizations or governmental departments that offer the specific services required. This is the starting point for the referral process and is followed up by more formal assessments.

 

·   Individual Service Plan (ISP): This process identifies short and long-term needs for the purpose of developing a coordinated plan of action. It is a time in which various agencies come together to assist the young person with creating his/her own ISP. Youth are considered equal partners in this process and the ISP is based on the strengths and needs identified through self-exploration.

 

·   Holding: Holding occurs when a youth worker continues to assist the youth, and remains connected with them throughout the initial stages of the transitional process (from the street into a service or program that supports the needs of that particular young person). Holding is an essential component of the youth outreach strategy since the client may have to wait for a period of time before receiving services.

 

·   Supportive Referral: At this stage, the individual is formally connected with a particular community-based organization or governmental department. The process involves assisting youth during the initial steps of transition (from dependency to self-sufficiency). This involves accompanying the client on outside appointments, contacting organizations on the young person’s behalf, assisting the young person to complete any necessary documentation, and tracking the young person’s progress for a period of time after the referral is complete.

 

·   Follow-up and Transition: Once the client is formally attached to a community based organization(s) and is receiving services outlined in the ISP, the process for termination is initiated. This involves numerous follow-up sessions with the client to evaluate the young person’s progress while at the same time preparing him/her for termination from the service.

 

 

 

INTAKE AND ASSESSMENT SERVICES – This service offers the following components:

 

·   Outreach and Intake: When working with youth that face multiple barriers to success, it is necessary to have an outreach component to get information to young people who would not usually access the normal routes (i.e. community agencies, newspaper). The process works best when staff time can be devoted to outreach. The Murphy Centre has also had success when program participants connect with peers in the community and discuss their positive experiences.

·   Information and Application: The Murphy Centre has a process whereby all participants make application to whatever service they require. Work is done with the participant to ensure the appropriateness of the service for their individual needs.

 

·   Initial Interview: After application, participants have an initial interview for provision of a particular service. A participant’s acceptance into a particular service is dependent on whether or not the service is appropriate given the particular needs of the participant, and whether or not the Centre has the appropriate resources to meet the needs. If participants are not accepted, attempts are made to refer them to the most appropriate service. After the initial interview, if more information is needed then further assessment and information gathering is done.

 

·   Individualized Assessment: Assessment is defined as the process of identifying an individual’s strengths and needs to facilitate goal acquisition. The level of assessment needed for each participant is dependent on the participant and the program or service for which they are applying. For example, if a participant is applying for an academic program and has learning difficulties, this is assessed before placement to ensure success. It is appropriate to look at the participant’s history to find out what previous assessments have been administered.

 

·   Participant Services Coordination: Participants are assigned a career consultant to ensure consistency of service throughout their involvement at the Murphy Centre. The role of the career consultant includes regular individual participant consultations, participant information management, and services coordination with other Murphy Centre staff and outside agencies.

·   Placement: After appropriate assessment, participants either apply to or have access to specific programs or services.

 

·   Evaluation: Participant placement is continuously evaluated to ensure appropriate delivery and support services. Depending on the service, evaluation can be formal or informal, and range from a general discussion with staff regarding progress to a formal evaluation with appropriate documentation. Participants are encouraged to use self-assessment to be active members in their evaluation.

 

·   Outside Referral and Tracking: Participants are referred to outside services when appropriate. The Murphy Centre attempts to follow-up with participants as they move forward with their future goals. Presently, we are working towards the development of a database that will assist with the tracking process. This information will also be used for research purposes within the community and within the organization. True evaluation of programs is dependent on appropriate follow-up with participants.

 

 

CAREER SERVICES – This service offers the following components:

 

·   Referral and Intake: Participants may be self-referred, referred from other Murphy Centre programs by staff or referred from other community agencies. Participants apply to the various individual employment programs and services. Intake may be conducted through any individual program.

 

·   Career Life Assessment: Participants are engaged in assessment processes that vary depending upon their individual needs and circumstances. They may be involved in the areas of career, personal and academic assessments. This process typically begins through a structured initial assessment interview focusing on such areas as vocational background, goals, and psycho/social data. Standardized assessment/testing instruments may also be administered to participants as part of the career assessment planning process.

 

·   Participant Services Coordination: Participants are assigned a career consultant to ensure consistency of service throughout their involvement at the Murphy Centre. The role of the career consultant includes regular individual participant consultations, participant information management, and service coordination with other Murphy Centre staff and outside agencies.

 

·   Career Education and Information: The following opportunities are available to participants: (a) Career development workshops on topics such as job search, resume writing and interview skills; (b) Courses in Career Exploration from the High School Credit Program and the Adult Basic Education Program; (c) Special events, such as “Canada Career Week”; and (d) In-house and external resources for Career Education information.

 

·   Career Life Planning: In career plan development, participants benefit from ongoing assessment, access to information and resources (i.e. labor market & occupational research), supported decision-making and an appropriate level of career guidance.

 

·   Entrepreneurship: Participants are given opportunities to explore the concept of enterprise education and small business development through the career counseling process. Where individual needs dictate, participants may be involved with specialized resources and business development supports.

 

·   Employment and Development: This component of Career Services includes (a) Employer development and support networking within the community to partner in such activities as work placements, job shadows, workstation assessments, and volunteer experiences; (b) On-going internal and external program development such as current career initiatives; and (c) Participant preparation and support. This includes job readiness training in such areas as resume writing, job search skills, interview skills, and understanding employer expectations.

 

·   Transition and Outreach: Participants are introduced to transitional planning during the development of their career plans. They explore the concept of community networking and build on available community supports (See Transitional Planning Wheel).

 

The components of this wheel are delivered through various employment initiatives with the assistance of Career Consultants. Participants engage in goal setting designed to facilitate a transition to post secondary education, other training or employment. To accomplish this transition, the Murphy Centre offers ccareer guidance for the development of individual participant career plans and assists with initiating those plans. Staff also conduct job readiness training such as resume writing, interview preparation, and job search skills. As well, participants are provided with computer and Internet training. As part of career services, visits are scheduled to post secondary institutions and employment sites. Participants can also access work experience programs.

 

 

COMMUNITY BUILDING SERVICES- This service offers the following components:

 

·   Orientation: Participants are introduced to the concept of community and what it means to be part of a community. When they enter the Murphy Centre they are given an in-service as to the basic expectations and available resources and supports and are also invited to become active members within the Murphy Centre community. They are encouraged to explore their role in their own communities as well.

 

·   Safe and Inclusive Community: Murphy Centre participants are called to be active members in creating a safe environment for their personal learning. Participants engage in workshops and open forums within the Murphy Centre community to explore these issues. When threatening situations happen, they are dealt with openly and have personal accountability as a major focus. Participants are also given opportunities, through guest speaker presentations and workshops, to explore what is happening in the community beyond the Murphy Centre.

 

·   Community Networking: Participants are involved in activities that connect them to the local community. Through career planning they are taught how to develop networks and they are also exposed to volunteer work. In addition, community members are invited to the Murphy Centre on a regular basis for celebrations.

 

·   Supportive Accountability: Participants are taught the skills of self-advocacy. They are given the opportunity to explore personal accountability by being held responsible for their own actions. Participants are encouraged to explore the supports necessary for accomplishment of goals in this area. Staff challenge participants to explore the concept of personal accountability and transfer it to their sense of accountability within their community outside the Murphy Centre.

 

·   Public Relations and Fund-raising: Participants and staff get involved in fund-raising events and volunteer projects on a regular basis. They are also involved in planning special events and are invited to speak to the public about their experiences at the Centre.

 

·   Celebrating Community: Participants and staff celebrate accomplishments and special occasions. We ensure that we meet as a community of people to focus on victories and successes.

·   Community Decision Making: When decisions have to be made, participants are encouraged to be part of the decision making process. They are always given opportunities to provide feedback.

 

·   Community Outreach and Participation: Participants are encouraged to get to know their community and to call upon their community for support. The Murphy Centre participates in community activities (i.e. blood donor clinics). It is through such activities that participants connect to volunteer opportunities and are taught communication skills that assist them when expressing opinions on community issues.

 

In order to be active community members, participants must have a sense of belonging. A basic understanding of community must be achieved. Before any relationship is built with participants, safety and trust have to be developed. At the Murphy Centre we operate under the premise of basic respect. Our philosophy and mission statements are alive within our community. We build community within the Centre and then work with participants to transfer this knowledge to their community at large.

 

 

ACADEMIC SERVICES – this service offers the following components:

 

·   Intake and Individual Academic Plan: Participants apply to the academic services through an application and interview process. They choose the academic courses that will best assist them in accomplishing the goals they have chosen as part of their career plan.

 

·   High School Credit and Adult Basic Education: The Murphy Centre offers the High School Credit Program as well as Levels II and III of the Adult Basic Education Program. Learning needs are assessed on an individual basis and learning sessions have a low participant/ facilitator ratio.

 

·   Fine Arts: The Murphy Centre works at providing opportunities for fine arts development. Staff work to integrate fine arts into the curriculum wherever possible. After more than fifteen years working with youth, we have found that many participants are very artistically talented. In 1999, we offered an outreach service that invited young people to explore their learning stories (their relationship to the learning process), and their particular abilities through fine art activities. As a result approximately 70% of those participants were connected to further learning i.e. enrolled in the High School Credit Program or obtained full-time employment.

 

·   Learning Strategies: The Murphy Centre offers courses and workshops to assist participants in the identification and implementation of various learning strategies. It is essential that participants become aware their learning style, their capabilities and aptitudes, as well as the supports they need. From there, realistic goal setting can be accomplished and appropriate opportunities are accessed.

 

·   Physical and Outdoor Education: As part of a wholistic approach, individuals are encouraged to participate in recreational activities designed to improve physical well being and instill healthy leisure choices. Participants engage in a variety of sports and attend workshops that deal with this topic.

 

·   Tutoring, Support, and Volunteers: Tutoring services are provided to participants, and they are also encouraged to get involved in peer tutoring. The Murphy Centre welcomes volunteers and encourages participants and staff to volunteer within the community.

 

·   Alternative Education Programs: The Murphy Centre is an alternative program with an alternative approach. However, we still need to create versatile solutions for young people who cannot handle the regular curriculum. We consistently challenge ourselves to create alternate approaches to the delivery of the regular academic curriculum.

 

·   Modified Curriculum and Upgrading: The Murphy Centre offers courses to young people who need to upgrade their marks for post-secondary education. We also explore modified curriculum as is offered in the high school programs.

 

At the Murphy Centre, academic planning is developed through an individual needs assessment. All staff members are trained in learning styles and the importance of encouraging the learner to take responsibility for his/her own learning. Time is spent on educating the participant in the area of learning styles, appropriate learning strategies and self-advocacy learning techniques. Participants are also encouraged to include career planning as part of this process. Research indicates that participants who are working towards specific goals are more highly motivated to achieve than participants who do not have clearly defined goals.

 

 

TECHNOLOGY SERVICES – This service offers the following components:

 

·   Basic Skills Assessment: The technology education facilitator administers standardized questionnaires or tests to assess the technology skill level of participants. The facilitator also uses informal assessment through observation.

 

·   Basic Skills Development: Participants are provided with computer based learning activities for independent skill development as well as skill-building activities for office equipment such as facsimile, photocopier and switchboard.

 

·   Communication Technology: Participants learn a variety of skills through academic courses, workshops and individual instruction. These include how to create publications and presentations, create multimedia products, communicate using computers (networking), create products for the Internet, produce slide shows, and apply problem- solving models to all projects.

 

·   Design Technology: Participants learn the following skills through credit courses facilitated by the technology education facilitator: application of design technologies such as computer aided design (CAD); interpretation of technical drawings; generation of freehand sketches; implementation of the design process through the use of a problem solving model; selection of the correct materials and development of a product from the research and design stages through to the testing of a final model; and generation of a portfolio of all stages of the design process and how to present it to a group.

 

·   Understanding Technology: Participants attend workshops and receive individual instruction on workplace productivity and technology, the role and implications of technology on society, how to become a conscious consumer of technology equipment as well as a critical consumer of online information.

·   Computer Application Technology: Participants learn a variety of skills through credit courses facilitated by the technology education facilitator. These include electronic spreadsheet application software, how to develop electronic database application software, how to develop presentations using presentation graphics applications, and how to develop a project using all of the application software learned throughout the course.

 

·   Basic Equipment Maintenance: Through academic courses, workshops and individual instruction participants learn how to troubleshoot minor computer problems, clean and fix equipment, and install computer hardware and software.

 

·   Community Technology Services: The Murphy Centre offers training activities to other community agencies and supports the technological needs of other community agencies. It also provides facilities for other community groups to do special projects.

 

 

At the Murphy Centre, all participants are encouraged to develop technology skills. It is part of the regular curriculum of all services. Participants learn to access information relating to academic, employment and lifestyle goals as well as develop skills to enhance learning and employment possibilities.

 

Through a partnership with a corporate donor, the Murphy Centre has established a facility devoted to the delivery of technology education. This facility is used to promote technology skill building with all staff and participants. In addition, staff are encouraged to take advantage of other opportunities to keep pace with the quick changing nature of this field.

 

 

LIFESTYLE EDUCATION SERVICES – This service offers the following components:

 

·   Intake and Self-Awareness: Intake is done through needs assessments. Participants identify lifestyle education issues through their career plans, academic and life experiences. When a need cannot be addressed within the Murphy Centre, appropriate referral is made to other agencies i.e. Adolescent Health Counseling Centre, Addiction Services, Medical Doctors, and Educational Psychologists. Participants engage in self-awareness activities that allow them to identify personal strengths and challenges. These include journaling exercises, educational seminars and support groups. They are encouraged to identify and develop skills necessary for accomplishing personal goals.

·   Integration: Lifestyle education is available to all participants of the Murphy Centre. Staff are informed of lifestyle education opportunities and are encouraged to promote awareness of these opportunities among participants.

 

·   Communication: Through courses, workshops and individual work, participants learn about the process of communication. They develop and enhance individual communication styles and are given feedback regarding their communication abilities. Participants have access to courses dealing with basic and advanced concepts in oral communication skills whereby they learn how to prepare an oral presentation, participate in a debate and use visual aids to enhance the message.

 

·   Healthy Relationships: Participants learn about the characteristics of healthy relationships, the barriers to maintaining healthy relationships and the overall importance of the role of healthy relationships. This is accomplished through role modeling, role-playing, discussion and course work.

 

·   Leadership Development: Participants learn the qualities of a good leader, different styles of leadership, conflict resolution and team development. They are encouraged to examine their own potential leadership ability, and are given the opportunity to develop this potential. Participants gain experience by organizing events within the Murphy Centre community.

 

·   Personal Health: Participants learn the components of basic health. The Murphy Centre takes a wholistic approach to facilitating issues related to personal health including physical, emotional, intellectual, spiritual and sexual aspects of the person. This is done through workshops, curriculum, special promotions, i.e. smoking awareness week.

 

·   Community Relationships: Participants are challenged to identify their role within the local and global community. Opportunities, such as volunteer work, are provided to the participant as a means of exploring this relationship.

 

·   Spirituality: Spirituality is defined as a process of developing personal authenticity and of connecting to community. The Murphy Centre strives to connect participants to the local and global community through the use of technology, volunteer activities and cultural awareness activities. Community celebrations are also part of the approach to developing spirituality.

 

The Murphy Centre recognizes that participants can make positive changes in their lives. In addition to completing high school or finding employment, these changes can include improvements in lifestyle. Lifestyle Education provides participants with education and training on issues that they need to address personally. The Centre offers courses, seminars and group/individual discussions on a variety of lifestyle topics such as women and violence, parenting, smoking cessation, drug addiction, anger management and coping with stress. Participants can gain assistance in obtaining housing, financial, legal and health services. The lifestyle education facilitator connects the participant to the appropriate agency.

 

 

 

TRANSITIONAL SERVICES – Transitional Services offers the following components:

 

·   Transitional Plan Development: Participants are involved in transitional planning as an aspect of their career plan. This involves individualized, practical, step-by-step strategies that enable movement from one place to another. Discussions are conducted about transition and what it means for them. They are encouraged to think ahead through goal setting. It is essential that this support be developed to ensure the long-term accomplishment of goals. The transition plan is the supported implementation of established goals. Support for the participant may be needed in the areas of financial planning (i.e. student loans), transportation concerns, funding issues, learning supports, single parent issues, orientation to new learning institution, academic supports, and other special supports. Participants are encouraged to identify appropriate personal and community supports.

 

·   Orientation: Participants receive orientation to their new environment (i.e. post-secondary institution, training programs, etc). They are encouraged to become familiar with the surroundings of their choice. For example, if they plan to attend Memorial, orientation will include exploring the academic options, programs and services, physical and social environments, expectations of the institution, and transportation routes.

 

·   Initial Transition Phase: Participants design a support plan for initial transition from the Murphy Centre. They are assisted with the development of contacts in the new learning environment, and are involved in celebrations and activities that bring closure to their time at the Centre. In return, the Centre acknowledges the contribution of participants.

 

·   Transition to Additional/Alternate Services: With support, participants make informed choices and move to other services. They receive support in acquiring additional information and are encouraged to connect to existing supports within the new service.

 

·   Final Transition Phase: Participants fully participate in their choice of external program or service with the appropriate follow-up from the Centre. The participants need to have a clear understanding of the level of follow-up service that is available. The Centre is developing a database to aid this process.

 

·   Outreach To Community Services: Participants are introduced to the broad range of services within their community. They are taught to network within the community, and are encouraged to attend in-services offered by other community organizations.

 

·   Career Life Planning: Participants are introduced to career planning as a life long process. They are given opportunities to develop the skills necessary to evaluate their career decisions. In addition, they are introduced to the concept of job changes within one’s career, as well as the cycle of planning, implementing, and evaluating for the purpose of pursuing career goals.

 

·   Participant Tracking: The Murphy Centre is in the process of developing a data system to track participants. The benefits of tracking include collecting data for the long term evaluation of services. assisting the identification of follow-up services that need to be developed, impacting choices for future services and providing an invitation for participants to stay in touch.