I’ve Changed, I’m Smarter: Empowering Youth to Thrive Neurosequential Approach to Employment, Education and Training Outcomes for Youth

Lisa M Keegan,Paul Harris,Jennifer Cartmel

doi:10.22158/ct.v3n1p16

Abstract

This paper explores the impact of a neurosequential brain development approach on employment, education and training outcomes of vulnerable long-term unemployed youth, aged 15-24 years. The Empowering Youth to Thrive (EYTT) program utilises neuroscience research, which underpin varied creative and sensory and regulatory experiences used to engage youth in social and emotional learning. The aim is to enhance brain pathways to increase youth’s higher order thinking functions such as problem solving, communication and critical thinking skills. These are considered necessary attributes for positive engagement in the current and future workforce. A bricolage methodology was used to evaluate the impact of the program, with findings determining the EYTT program had benefits for participants in gaining successful training, education and/or employment opportunities.

Highlights

The Empowering Youth to Thrive (EYTT) program is based on the work of Bruce Perry (2006) and Dan Siegel (2012)
This paper explores the impact of a neurosequential brain development approach on employment, education and training outcomes of vulnerable long -term unemployed youth, aged 15-24 years
Facilitators recruited for the EYTT program ha d varied capacities to engage with youth and provide a neurosequential informed program

Summary

Introduction

The EYTT program is based on the work of Bruce Perry (2006) and Dan Siegel (2012). The program sought to respond to the need for a different approach to assisting youth into work, education or training. ACE include violence, abuse, neglect and poverty related experiences (Felitti, Anda, Nordenberg, Williamson, Sp itz, Edwards, Koss , & Marks, 1998) These stressors can impede brain development, higher order thinking functions (Noble, Houston, Kan, & Sowe ll, 2012), which can engender behavioural difficu lties, poor physical and mental health, low educational attainment, welfare dependency and/or substance abuse (Centre on the Developing Child at Harvard Un iversity, 2017). The higher order brain regulates working memo ry and mental plasticity essential for skills such as problem solving, focus, concentration, adaptability, co mmunication and self-regulation that increases capacities to engage in employ ment (Centre on the Developing Child at Harvard University, 2017) These skills are vital for long-term learning, positive health and wellbeing and social and emotional competence (To mer, 2014). This establishes a relationship of openness and trust between the youth and facilitators (Reich, Liebenberg, Denny, Battiste, Bernard, Christmas, Dennis, Denny, Knockwood, Nicholas, & Hugh, 2017)

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Conclusion