Page 4046 - Week 15 - Wednesday, 16 December 1992

Next page . . . . Previous page . . . . Contents . . . . Debates(HTML) . . . . PDF . . . .


MINISTER FOR EDUCATION AND TRAINING

LEGISLATIVE ASSEMBLY QUESTION

QUESTION NO 396

Adolescent Development Programs

MR CORNWELL - asked the Minister for Education and Training on notice on 17 November 1992:

Is the Minister able to indicate what is the difference in the roles of Dairy Flat Centre Adolescent Development Program of his Department and the Adolescent Day Unit of the Department of Planning and Community Services (Proof Estimates Transcript)

MR WOOD - the answer to Mr Cornwells question is:

Adolescent Development Program at Dairy Flat provides a Developmental program to help students who may be experiencing behavioural, emotional, educational or social problems. The program caters for students aged 12-15 years.

A variety of high interest programs are offered at the site including basic academic skills and vocational programs. An outdoor education program is also offered. All programs are designed to enhance self esteem and living skills.

The program has enabled the Department to provide a more flexible range of options for a greater range of students experiencing behaviour problems in high schools.

The Adolescent Development Program is essentially an educational program. Staffing consists of three teachers (including one Executive Teacher), one Youth Worker and a part time Counsellor.

The Adolescent Day Unit of the Department of Housing and Community Services caters for adolescents between 12-15 years with behavioural disturbance problems that do not allow them to participate in an educational program or have emotional problems of sufficient severity to prevent attendance at school.

The staffing of this Unit consists of: Director of the Unit (Psychologist), Psychologist, two Youth Workers, part time teacher (Department of Education) and an Administrative Officer.

4046


Next page . . . . Previous page . . . . Contents . . . . Debates(HTML) . . . . PDF . . . .