THE WINSTON CHURCHILL MEMORIAL TRUST OF AUSTRALIA

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1 THE WINSTON CHURCHILL MEMORIAL TRUST OF AUSTRALIA Report by OLIVIA GEMMELL 2007 Churchill Fellow THE SIR WILLIAM KILPATRICK CHURCHILL FELLOWSHIP to study mentoring programs for hearing impaired children/adolescents and their families I understand that the Churchill Trust may publish this Report, either in hard copy or on the internet or both, and consent to such publication. I indemnify the Churchill Trust against any loss, costs or damages it may suffer arising out of any claim or proceedings made against the Trust in respect of or arising out of the publication of any Report submitted to the Trust and which the Trust places on a website for access for the internet. I also warrant that my Final Report is original and does not infringe the copyright of any person, or contain anything which is, or the incorporation of which into the Final Report is, actionable for defamation, a breach of any privacy law or obligation, breach of confidence, contempt of court, passing-off or contravention of any other private right or of any law. Signed Date

2 INDEX INTRODUCTION... 3 EXECUTIVE SUMMARY FELLOWSHIP PROGRAM. 6 LEADERSHIP OPPORTUNITIES FOR TEENS PROGRAM (USA)... 7 ALEXANDER GRAHAM BELL ASSOCIATION S CONVENTION (USA)... 8 LAURENT CLERC DEAF EDUCATION CENTER (USA) DEAF EDUCATION THROUGH LISTENING AND TALKING (UK). 12 BRISKEBY STATE SUPPORT CENTRE FOR THE DEAF (NORWAY) CONCLUSIONS RECOMMENDATIONS Page 2

3 INTRODUCTION I am very grateful to the Sir William Kilpatrick Churchill Fellowship Scholarship for giving me a wonderful opportunity to travel overseas and thus gain experience and skills. I will now share this with young deaf people to help them handle their hearing loss with confidence and have a positive and constructive attitude towards their future. Hear For You is a mentoring program I feel very passionate about and I am very grateful to the Churchill Trust for giving me the opportunity to follow my dream, which I am determined to make a reality. Thank you to the following people for their academic support during my overseas travels with the Fellowship: Ken Levinson, John Anderson and Judy Harrison from the Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell); Heather Abraham from SKI-HI Deaf Mentor Outreach; Susan Jacoby and Catherine Andersen from Gallaudet University, Washington DC; Steve Matthews from Deaf Education Through Listening and Talking (DELTA), Britain; and Wenche Helsingeng from Briskeby State Support Centre for the Deaf and Hard of Hearing, Norway. Special thanks for their help and hospitality during the tour, to Arabella Fingleton, Mike Gallagher, Maren Carson, Stine Pilegaard, Helga Stumo and Kristin Brekke. I would also like to thank Professor Margaret Brown and Sue Lewis for supporting my Fellowship application. And last, but not least, an extra special thank you to The Carnegie Foundation for their encouragement and faith in providing financial support in the form of a seeding grant, to help establish Hear For You. Page 3

4 EXECUTIVE SUMMARY Olivia Gemmell (CEO / Mentor, Hear For You) Office Address: Inspire Foundation, 102 Beattie Street, Balmain NSW Postal Address: Hear For You Ltd, PO Box 122, Northbridge, NSW 1560 Fax: olivia.gemmell@hearforyou.com.au Purpose of the Fellowship Award The purpose of the Fellowship was to study existing overseas mentoring programs and attend workshops involved in confidence-building, empowerment, self-advocacy and leadership for young deaf people who use spoken language as their preferred means of communication in certain countries. Highlights Travelling to United States of America, England and Norway to visit/attend: 4-day LOFT Workshop; 4-day AG Bell s 48 th Biennial Convention; and Research Centres and Organisations providing resources and selfadvocacy opportunities for young people with hearing loss. Objectives To gain expertise in providing support in the form of mentoring services for young deaf people in Australia in the following areas: To develop greater confidence in their social and leadership skills; To alleviate the consequential suffering, distress and various difficulties of isolation and ostracism which they will frequently encounter; and To provide constructive workshop opportunities to help young deaf people to realise their full potential. Implementation and Dissemination The following presentations have been made since my return in August, 2008: 1. Confidence & Leadership Workshop for 18 deaf adolescents in Melbourne Friday 15 August Hearing Awareness Week at Australian Hearing s head office, Sydney Monday 25 August Two presentations at the National Association of Australian Teachers of the Deaf Conference, Melbourne Friday 29 August Seminar for Leaders in Oral Deaf Education from across Australia at Royal Institute for Deaf and Blind Children, Sydney Friday 12 September Guest speaking engagement at Parent Council for Deaf Education, Sydney Wednesday 17 September 2008 Page 4

5 6. Plus Sydney North Shore Times article (copy below). Wednesday 24 September 2008 Page 5

6 FELLOWSHIP PROGRAM 24 th June 30 th June, Milwaukee, Wisconsin, USA Leadership Opportunities for Teens Program (LOFT) Alexander Graham Bell Association for the Deaf and Hard of Hearing s 48th Biennial Convention (AG Bell) Interviews with John Anderson of The Clarke School for the Deaf Center for Oral Education and Heather Abraham, founder of SKI-HI Deaf Mentor Outreach 1 st July 5 th July, Washington DC, USA Laurent Clerc National Deaf Education Center at Gallaudet University 6 th July 14 th July, London, UK Deaf Education Through Listening and Talking (DELTA) 15 th July 23 rd July, Oslo, Norway Briskeby State Support Centre for the Deaf and Hard of Hearing Page 6

7 LEADERSHIP OPPORTUNITIES FOR TEENS PROGRAM (LOFT) One of the highlights of my trip was attending the biennial Leadership Opportunities for Teens (LOFT) aged with hearing loss at the Hilton Hotel in Milwaukee, Wisconsin, USA. I was very fortunate in being granted special permission to observe this program and being involved in its 4-day program. The LOFT Participants, Milwaukee, Wisconsin, USA (Ken Levinson standing fourth from right, and Olivia standing far left) About Ken Levinson Ken is the founder and leader of AG Bell s LOFT program established in He has served on numerous non-profit boards including schools and organisations related to deafness, and is a current board member and former president of AG Bell. Ken has expressed interest in replicating the LOFT program in Australia. We are in communication about the possibility of using Hear For You as a vehicle for this. About the LOFT Workshop The LOFT teenagers, who used spoken language, came from different mainstream schools. Out of 17 teenagers, 16 had cochlear implants. They gathered from all over the United States. During the four days together, the participants explored leadership in its many different aspects through workshops, self-exploration, group activities, role playing scenarios and debates. They examined various skills to encourage development and strength within themselves. Most importantly, they learned how to communicate with and listen more effectively to others. Page 7

8 Workshop Activity at Hilton Hotel Venue For many of the participants, LOFT was a life changing experience. They will have taken their newly learned skills and ideas back with them to their mainstream schools across the United States. Participants also appreciated the opportunity to share their experiences as people with a hearing loss. The final night at AG Bell s Opening Ceremony was a very emotional experience as they spoke of how LOFT had impacted upon their future dreams. ALEXANDER GRAHAM BELL ASSOCIATION S CONVENTION During a session at the AG Bell Convention, Associate Professor Delbert Dagel (Counsellor) and Robert Borden (Director of Admissions at National Technical Institute for the Deaf) stressed that young people with hearing loss: Undergo rapid physical growth and experience many new emotions; Move from concrete to abstract thinking; Continue to develop self-concept and social skills; Develop lasting attitudes about learning, work, and other adult values; and Should learn to take responsibility for their education they need to work harder than hearing peers to reach their full potential. Leadership activities lead to improved: Academic achievement; School attendance; General well-being; Attitude; Self-confidence; and Expansion of common knowledge. Page 8

9 Leadership activities help young deaf people understand motivation is internal. They also help them understand that sustained effort and a positive work ethic are the keys to achievement. Mentors therefore must serve as good role models and be supportive. Activities should focus on working as well as possible independently but also in groups toward a common goal. Adolescents must learn how to identify and resolve controversy and conflict with poise, and to develop confidence through performance. Role playing scenarios are very beneficial in this regard. Deaf adolescent psychological development I was able to spend one-on-one time with John Anderson of Clarke School for the Deaf Center for Oral Education. John is a Mainstream Adjustment Counsellor. He has earned two master s degrees, including Applied Psychology and is a licensed Mental Health Counsellor in Massachusetts. Two very important things I learned from him were adolescents with hearing loss do not want to appear different from their peers and they do not want to be perceived as being in need of extra help from their teacher. John advised that it is important that teens figure out whether they need help with self advocacy and if so, how to get it. As he advised, adolescence is a very unsettled time due to hormonal and developmental change. For those with physical or emotional limitations of any kind it becomes even more problematic. Being accepted by the peer group becomes increasingly important and this often requires participation in activities involving loud music and conversation in dark, crowded, noisy environments. This often poses difficulties for even those with normal hearing. In addition to such social obstacles it is even more difficult for young deaf people who may not have developed the life skills necessary to cope with these social situations and or other emotional changes in their lives. It was emphasised that the accumulation of life skills is dependent on being engaged in ongoing appropriate communication during critical periods of development. John believes mentoring is about forming a relationship with young deaf people so as to help them develop strategies to not appear different. He says it is important that they be seen as competent by their normal hearing peers. Setting up a mentoring program for deaf students I was fortunate to have an interview with Heather Abraham the founder of SKI-HI Deaf Mentor Outreach. Heather advised that the group workshops are far more successful than one-on-one meetings. She feels that group situations if properly handled allow participants to relax and open up to each other. By sharing experiences they will hopefully discuss issues they are trying to deal with. This helps Heather to identify problems as she listens to participants lower their barriers as they are encouraged to communicate and empathise with each other. Page 9

10 She feels it is important for mentors to discuss their personal experiences and be open about what they have learned from this. Therefore it is important that mentors practice telling their life story during training. We discussed the cost factor in coordinating a project. Heather emphasises that it is vital to collect student data from which to provide analysis and then to coordinate the visits based on this information, and follow through by overseeing the effectiveness of the program. Using this data, SKI-HI pays its mentors $35/home or school visit and $50/group event (such as workshop or a parent picnic). They do not pay by the hour. They pay mileage if the mentor travels more than 30 miles each way. It is their goal to hire mentors in different regions of the state so that they can share local experiences with the families/schools and to reduce travel costs. Heather recruits mentors through announcements in the community and by word of mouth from audiologists and other associated professionals. She then relies on training to assess prospective mentors as to whether they have the potential to make a constructive contribution to the program. She feels the most important attributes necessary for a successful mentor are personal life skills and achievements, the desire and capability of sharing these, a respect for family choice, an enjoyment of working with young people and an ability to relate to them. LAURENT CLERC NATIONAL DEAF EDUCATION CENTER In Washington DC, I had the opportunity to interview Susan Jacoby from the Kendall Model Secondary School for the Deaf. This school is a federally mandated demonstration school of the Laurent Clerc National Deaf Education Centre at the Gallaudet University. Their work internship program challenges each student with hearing loss to achieve personal excellence in academia, communication, thinking skills, emotional intelligence and life planning. The aim for the student is to become a self-directed member of society. The school explores effective approaches to teaching and learning and shares this with families and professionals throughout the United States. Page 10

11 Gallaudet University, Washington DC, USA The school s principles are that the development of the student as a whole is essential, that each student has unique interests, needs and abilities and that through their program each student will be prepared to learn, achieve and become responsible for his/her own education and future. It is crucial that each acquires a positive sense of self in order to achieve at school and make a success of life. I was able to ascertain that through their program students are provided with work environments that become increasingly complex but at the same time the students become more independent as they have the opportunity to develop appropriate work habits and ethics while furthering their communication, thinking, emotional maturity and technical skills. A transition counsellor works with students to support their transition into the next stage of their education and helps them with support with post-secondary life plans. The Laurent Clerc Centre has also drafted a Transition Skills Guidelines (TSG), which is the K-12 framework of knowledge and skills necessary for all areas of transition. It is based on the work of several national and professional organisations and can be used to identify skills to be taught in classes or transition labs. It can also be used as a checklist to identify students current skills. Their other program Portfolios for Student Growth (PSG) is a holistic approach to student portfolio development centering on developing self-awareness and self-determination. PSG is based on student outcomes and involves a studentdirected process. My experience at the Laurent Clerc Centre reinforced how important it is to have adequate, suitable support at this vital stage of an adolescent s education. Page 11

12 DEAF EDUCATION THROUGH LISTENING AND TALKING (DELTA) Associate Professor Margaret Brown from the Deafness Studies Unit at The University of Melbourne introduced me to Sue Lewis, the founder of Deaf Education Through Listening and Talking (DELTA) which is based in Peterborough, England. Sue was instrumental in encouraging me to apply for the Churchill Fellowship and was kind enough to provide a referral. DELTA s aim is to promote the education and training of deaf people in particular in the field of further and higher education and employment opportunities. They also promote public education about the needs of such people in those areas. The Sir Winston Churchill Education Trust for the Deaf contributes to their funding. I met with Steve Matthews who is a Director of DELTA. We discussed their group work program and how it is designed to give deaf children the knowledge, awareness and language they need to make better informed life choices. We also talked about the SAFE program which includes sessions on important issues about which they feel deaf adolescents need should be aware feelings, relationships, differences, bullying and growing up. The latter included sex education. BRISKEBY STATE SUPPORT CENTRE FOR THE DEAF Professor Mervyn Hyde, a Director of the Centre for Applied Studies in Deafness at Griffith University, Brisbane, had recommended that I visit Briskeby Special School for Upper Level Education in Lier, near Oslo. Here I was fortunate in being able to meet with Wenche Helsingeng from Briskeby. We discussed how Briskeby school aims to provide hard of hearing students with optimal communication skills. Their services are concentrated on helping their students realise their potential - academically, psychologically and socially. In a study Wenche undertook she found that there is emphasis on a life course approach as it offers a unique way to make links between the individual-livedexperience of disability and the macro social context in which disabled lives are actually played out. The youths in the survey discussed their lives as if they were full of potential and trajectory and that they would be free to choose. However, as they are yet to enter the threshold of adult life outside the sheltered environments that family and school offer, they may be faced with more obstacles than they are initially aware of. It is important they are prepared for and supported in this important step. Page 12

13 CONCLUSIONS As a result of the knowledge and experience I have gained from my Churchill Fellowship I feel all the more convinced of the need, to implement a mentoring program for young deaf Australians. I am now very aware of the work that is being done in this area in other parts of the world and that as yet there is no such program in Australia. With the experience I have gained added to the contact and relationships I have been able to build up with professionals in this area overseas, I now feel empowered to launch my Hear For You program. The Fellowship has given me this experience and confidence so that I now have a strong base to work from. I have been in regular contact with a number of professional people I met during my travels, in particular, as mentioned, with Ken Levinson who runs the biennial LOFT program at AG Bell. We are discussing the possibility of Hear For You being given the opportunity to replicate this program in Australia. I will continue to disseminate the information and experience I have gained by submitting articles and performing speaking engagements at conferences and meetings/information sessions for parents of young deaf people as well as with professionals involved in this area. I have found that this results in being approached for further engagements, all of which gives me an opportunity to express my gratitude to the Churchill Trust and to promote both the Churchill Trust and Hear For You. RECOMMENDATIONS I am aware that Hear For You, a non-profit organisation I founded in 2007, is the only one of its kind in Australia. I feel confident that I can implement in a practical way the experience I have gained with my Churchill Fellowship as a result of visiting mentoring programs that exist overseas. I feel inspired and enthusiastic. With a new office being set up at Inspire Foundation, Sydney, Hear For You aims to help young deaf people who choose spoken language as their preferred medium of communication, to engage fully in life. These adolescents may be the only one or one of a few in their mainstream school with hearing loss. By providing them with mentoring at this very vulnerable stage of life, it will hopefully ensure they develop greater confidence and a sense of belonging in society. It is so important they are given the opportunity to achieve their goals. Hear For You aims to minimise the barriers that frequently stymie their potential and assist the adolescents in overcoming these barriers. At present, there are six mentors. They have been carefully chosen on a number of criteria, including their personality, skills, achievements and ability to communicate. On my return from Fellowship travels, I organised a weekend training program for my fellow mentors and was able to share my experiences Page 13

14 with them. In particular this included a four hour presentation from McCarthy Mentoring and also from The Smith Family who run an online mentoring program for teenagers called itrack. The latter focuses on the school-to-work transition. My fellow mentors, in particular David Herridge, the new Hear For You Chief of Operations, and I are now able to put into practice new skills in areas such as program structure and content. We are in the process of organising our first workshops. The program will also benefit the community locally and nationally as young deaf people have much to contribute to their community and to the nation at large. Ensuring that these young people are successful individuals in terms of their personal and professional lives means that they contribute positively to society as adults and are less of a burden economically and socially. Hear For You has been fortunate in receiving seed funding from The Carnegie Foundation. The funding agreement requires Hear For You to become financially independent after three years. Deafness-related institutions such as the Royal Institute for Deaf and Blind Children (RIDBC), Sydney Cochlear Implant Centre (SCIC) and The Shepherd Centre are unable to contribute towards the cost of their students/clients using the Hear For You program on the basis their financial supporters have donated specifically to their charity and therefore are unable to redirect these funds to another charity. This means Hear For You needs to charge parents a fee, which may deprive some young deaf students from less affluent socio-economic backgrounds from accessing its services. To keep fees to a minimum, Hear For You intends to embark on a fundraising campaign as well as approach the Federal Government and philanthropists for financial support. In summary the Churchill Fellowship has challenged me to develop my mentoring skills and to expand my understanding of socio-emotional problems associated with hearing loss. The role of a mentor has shown to be the best opportunity to focus specifically on the development of adolescents well-being and independence in the hearing world. The awareness of programs that exist overseas has provided the opportunity to further explore mentoring techniques and programs in countries known for their progressive approach in implementing self-advocacy programs. I believe it will be invaluable for future generations of young deaf Australians. Inspiring young deaf people Page 14

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