1. Welcome! Improving the Transition (‘Gluckman Report’) Green Paper for Vulnerable Children 10 November 2011 Rotorua Safer Families

2. Workshop Programme 1.00: Session 1: Improving the Transition (Gluckman Report) Afternoon Tea 2.30:Session 2: Green Paper for Vulnerable Children

3. Improving the Transition: Reducing Social and Psychological Morbidity during Adolescence ‘The Gluckman Report’

4. What is this report? A large number of NZ children do not make the transition from childhood to adulthood easily, which leads to an unacceptably high level of poor social and health outcomes for young people. Prime Minister’s Chief Science Advisor - Sir Peter Gluckman –Explore the factors underlying adolescent behaviour –Identify evidence-based opportunities for changes to policy and practices Taskforce of academics and health practitioners from a variety of disciplines Extensive review of the relevant scientific literature

5. Overview of Chapter Groupings 1. Adolescence – transitions, media, bullying 2. Childhood Behaviour 3. Substances 4. Culturally Appropriate Services 5. Depression and Suicide 6. Life skills, Sexual health

6. Key Messages Investment for at-risk young people needs to be orientated towards interventions that can be shown to have real impact in the NZ context. The experiences of infancy and childhood have a major impact on adolescent outcome: –Review highlights the importance of a life-course perspective to understanding adolescence –Prevention and intervention early in life is more effective in altering outcomes plus reap economic returns over the life course Applying the evidence base to policy formation and programme development will lead to better outcomes for our young people.

7. 1. Adolescence – transitions, media, bullying It is a mistake for an older generation to project their experiences onto this generation No evidence supports effectiveness of formal parenting education at school - urgent need for research to identify effective programmes Value in developing early children skills (both cognitive and non-cognitive) Most effective programmes to combat bullying target behaviour and attitudes on multiple levels within a school community; note significance of the role of the bystander for future research and intervention.

8. 2. Childhood Behaviour Early childhood is the critical period during which fundamentals of self-control are established – impact on poor decisions during adolescence Evidence points to targeted interventions for communities at higher-risk - critical importance a life- course approach to prevention Critical importance of relationships: primary carer / family members / other adults Transition to adulthood can be improved by intervening in the early years Best outcomes when programmes work across silos Need policies for early identification and assessment of both risk for children in ‘risky family settings’

9. 3. Substances Life skills education within the school system works while children but not over long term Prevention and intervention programmes should address not only smoking but the predictors of smoking (‘why’) Little or no effectiveness: education in schools, public service advertisements advocating responsible drinking and avoidance of drink driving, warning labels on alcohol containers Evidence of effectiveness of drug education is limited Evidence exists for a range of effective treatments for cannabis abuse and dependence Focus on policy, legislation, advocation for better regulations.

10. 4. Culturally Appropriate Services Need programmes developed/delivered in culturally appropriate ways for different communities Strong families/whānau are foundation for healthy child and adolescent development. But: access to whānau is not universal Target interventions to risk rather than to ethnic identity Programmes that can impact on achievement outcomes: –Access to high quality early childhood education –Home and school partnerships in specific tutoring Gap in culturally appropriate evaluations of programmes and services for Pasifika children, parents and youth Research gap around wellbeing of young people who are migrant, ‘Asian’ and other minority groups

11. 5. Depression and Suicide Depressive disorder affects at least 1 in 5 young people by age 18; highest youth suicide rate in the OECD ‘Woefully deficient’ number of mental health services aimed specifically at young people Economically sensible to increase the mental health work force in New Zealand, particularly those who are specifically trained to work with children and adolescents To increase the number of young people accessing effective treatments need to: –Increase recognition of depression –Provide greater access to evidence based interventions (will require workforce development, funding, innovate how therapy is delivered)

12. 5. Depression and Suicide (continued) Issues in NZ include: The piecemeal nature of some interventions designed to support families A lack of focus on the high risk group of adolescents with psychiatric disorders Variable levels of assessment and aftercare for those making suicide attempts The failure to reduce suicide among Māori youth The opportunity to prevent some suicides by reducing access to alcohol

13. 6. Life Skills; Sexual Health Life skills programmes must be provided by appropriately trained teachers/mentors Programmes must be age-specific, be monitored and shown to be effective in the NZ context There are educational programmes that have been found to be successful - evaluations are mostly from overseas; address multiple factors and provide a clear message that addresses specific behaviours Sexual health in NZ is poor in terms of rates of teenage pregnancy and sexually transmitted infection

14. How can we use this information to provide better services and support for young people?

15. What next?

16. Accessing Publications Gluckman Report: www.pmcsa.org.nz/issues/improving-the-transition/ Summary and notes from today available on the Working4Youth website: www.working4youth.co.nz ‘Research & Publications’ page Notice Board www.working4youth.co.nz