


































Children and Teenagers  
ISSN 2576-3709 (Print) ISSN 2576-3717 (Online) 

Vol. 3, No. 1, 2020 
www.scholink.org/ojs/index.php/ct 

16 

 

Original Paper 

I’ve Changed, I’m Smarter: Empowering Youth to Thrive 

Neurosequential Approach to Employment, Education and 

Training Outcomes for Youth 

Lisa M. Keegan
1*

, Jennifer Cartmel
1
 & Paul Harris

1
 

1 
Griffith University, School of Human Services and Social Work, Meadowbrook, Australia  

* 
Lisa M. Keegan, Griffith University, School of Human Services and Social Work, Meadowbrook, 

Australia  

 

Received: January 15, 2020     Accepted: January 30, 2020     Online Published: Februay 14, 2020 

doi:10.22158/ct.v3n1p16                             URL: http://dx.doi.org/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. 

Keywords 

youth, employment, education, training, neurosequential, trauma 

 

1. 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. Youth unemployment is at a record h igh in Australia. Twelve percent are unemployed; twice 

the national unemployment rate and three t imes the rate of those aged over 25 years (Australian Bureau 

of Statistics (ABS), 2019). Youth hold higher qualifications than historically suggesting youth 

unemployment is impacted by variab les other than qualification attainment. 



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Modernisation, globalisation, technology and a loss of junior ro les have reduced the number of 

unskilled jobs available for youth creating greater competition fo r less jobs (Anglicare Australia , 2019). 

Increasing rates of depression and anxiety are also reportedly affect ing employability  (National Mental 

Health Commission, 2017). Unemployment can lead to social isolation, poor physical and mental 

health, social and behavioural difficu lties, increased criminal involvement and representation in the 

justice system, reliance on income support, poverty, and homelessness (Mitchell Institute, 2017; Reeve, 

Marjolin, Muir, Powell, Hannigan, Ramia, & Etuk, 2016). Indeed, employment is a mitigator of 

disadvantage, providing increased wellbeing and potentially  preventing cyclic disadvantage (Lamb & 

Huo, 2017).  

Young people with lower educational attainment and minimal skills are most affected by changes to 

workforce opportunities. Precarious employment and changing employment pathways affect young 

people’s  capacities to contribute productively, creating financial and social burden for them and broader 

society (Payton, 2017). This is especially  so for vulnerable youth who have experienced toxic stress as 

a result of Adverse Childhood Experiences (ACE) (Felitti, Anda, Nordenberg, Williamson, Sp itz, 

Edwards, Koss, & Marks, 1998). 

Cumulat ive stress created by ACE can weaken brain structure and function (Anda, Felitt i, Bremner, 

Walker, Whit field, Perry, Dube, & Giles, 2006). This has implicat ions for life -long neurosequential 

development (Larkin, Sh ields , & Anda, 2012). 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, particularly  higher order thinking functions (Noble, 

Houston, Kan, & Sowell, 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  University, 2017). Quantity and duration of ACE impact the likelihood of 

neurosequential delays and lifelong accumulat ive affects (Felitt i, Anda, Nordenberg, Williamson, Sp itz, 

Edwards, Koss, & Marks, 1998).  

The higher order brain regulates working memory and mental plasticity essential for skills such as 

problem solving, focus, concentration, adaptability, communication and self-regulation that increases 

capacities to engage in employment (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 (Tomer, 2014).  

Low level stress activates the brain’s fight, flight, freeze response to manage threat (real or perceived) 

(Centre on the Developing Child at Harvard University, 2017). Toxic stress occurs when threat 

responses are prolonged “disrupting the development of brain architecture and other organ systems ” 

(Centre on the Developing Child at  Harvard University, 2017, p. 1). Mitigation of neurosequential 

delays as a result of prolonged stress occurs by building coping mechanisms and resilience through 



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supportive relationships with adults (Perry, 2009).  

The absence of responsive adult attachments alters brain  architecture and can  lead  to learning and 

behavioural difficu lties (Gaskill & Perry, 2015). Seventy percent of genes are influenced by 

environmental experiences (Goleman, 2006). Schneider (2007) suggests “environmental factors and 

genes form a fu lly interactional system” (p. 91). Secure dedicated relationships provide positive, safe, 

and supported engagement that assist youth to feel protected and can prevent or reverse the damaging 

effects of toxic stress (Centre on the Developing Child at  Harvard University, 2017). The earlier in  life 

these relationships occur the more positive the outcome. Fostering meaningful, engaging relat ionships 

and attachments, which may not have previously been available to youth regulates youth’s brain 

function. 

The EYTT program recognises  that lower parts of the brain develop first and higher order thinking 

develops later (Perry, 2004). The majority of brain development occurs in the early years of life (Moore, 

Arefadib, Deery, Keyes, & West, 2017). Heightened stress leads to high production of cortisol and 

adrenalin impeding complex connections between the brain systems (Anda, Felitti, Bremner, Walker, 

Whitfield, Perry, Dube, & Giles, 2006). Evidence also exists that young people’s brains  are still 

developing until the age of 25 (Arain, Haque, Johal, Mathur, Nel, Rais , & Sharma, 2013). 

Positive experiences, interactions and environments create rapid brain development; disadvantaged 

environments and poor relationships impede brain function hindering capacities to engage positively 

with emotions and feelings and employ higher order thinking (Perry & Marcellus , 2004). The brain is 

capable of neuroplasticity; it can change and rebuild pathways if exposed to new, positive, ‘repetitive 

and patterned experiences’ (Perry & Marcellus , 2004, p. 2). The EYTT program utilises this 

informat ion to provide a range of sensorimotor activit ies for part icipants. 

Sensory exploration, music, rhythm, movement, creativity, mindfulness and positive attachments 

increase plasticity and calm the brain  allowing access to higher order thinking (Gaskill & Perry, 2015). 

The intention of EYTT was to expand youths’ brain plasticity so they are more likely to learn new skills 

and develop dispositions for the possibility of future workforce participation. These activit ies were 

built into a physical, emotional and culturally safe weekly program consisting of four days of 

attendance from 9 am to 3 pm. The program followed  the neurosequential brain  pathway. That is, 

morn ings consisted of lower brain focused activities such as  ensuring the participants had sufficient rest 

and food, building to physical activity targeting the mid brain. This was followed by clin ical arts 

therapy experiences targeting the limbic (emot ional) area of the brain. Higher order thinking 

experiences were able to be introduced in the later part of the day when the lower order areas of the 

brain had been calmed and regulated.  

The EYTT program aimed to provide new ways of engaging youth and builds their capacities in 

transferable workforce skills necessary for present-day and future jobs. Building young people’s 



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capacities in these attributes creates skills for mult iple jobs (Torii & O’Connell, 2017). The gradual 

repair of underdeveloped brain pathways potentially generates new ways of thinking and being th at 

creates greater potential to take on workforce opportunities. Forming supportive relationships with each 

participant was vital to  the build ing of these capacities. In  this context, supportive staff ratios of one 

facilitator to every three participants were built into the program enabling conducive relat ionships to be 

established between each participant and at least one staff member and other peers.  

The EYTT program sought to motivate youth to learn through experiences that are “ in a relationally 

safe context, and using adequate ‘dosing’ in a patterned, repetitive, rhythmic, and reward ing manner” 

(Gaskill & Perry, 2015, p. 188). Build ing brain pathways empowers youth to create the possibility of 

change to their life trajectory, particularly the possibility of workforce engagement. As knowledge 

holders of their own experience youth are engaged in reciprocal learning integral to the EYTT init iative. 

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).  

 

2. Method 

2.1 Methodology 

The EYTT project was a collaborative and consultative venture that constructed new knowledge about 

the understanding and skills required by professionals and practitioners to work with long term 

unemployed youth. Conclusions were drawn about the impact of using a neurosequential model of 

therapeutics in improving youth’s wellbeing and subsequent employment, education and training 

outcomes. These were based on a mult iple method, bricolage approach (Rogers, 2012).  

The bricolage approach enabled opinions and perspectives to be sought and considered so that a 

new ’pedagogical space’ (Kostogriz & Peeler, 2007) was possible. The is derived from Levi-Strauss’s 

(1966) notion of creating pro jects using the different tools, methods and techniques available. A 

bricoleur then, requires knowledge of a variety of perspectives and approaches. Theoretical and 

interpretive bricolage reinforces the notion that reliab le positions cannot be reached by the use of one 

perspective. It is not intended that the pieces of this program approach will fit together neatly. Rather, 

the bricolage approach assists with the management of disparate data that inform the process of 

explanation of this innovative program (Rogers, 2012).  

To examine the EYTT program a methodological brico lage was used to underpin data collection and 

evaluation approaches. A guided reflection process, enrolment and case study data, and discourse about 

the program strengths and challenges undertaken with facilitators, created a patchwork of information 

that informed the research study. Evaluation of the program occurred with participants (n=136) through 

written, verbal, and  survey responses about their experiences in the p rogram and  the changes that have 



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occurred for them. Ethical approval (GU:2017/663) was granted by Griffith University in line with the 

National Statement on Ethical Conduct in Human Research (National Health and Medical Research 

Council, 2018). 

The researcher kept a journal o f field observations. Qualitative and quantitative data was gathered to 

provide a more complete understanding of the research problem than using either method alone 

(Creswell, 2015), see table 1 of data used in the bricolage. These available qualitative and quantitative 

tools collectively allowed a mult i-perspective evaluation of the program. 

2.1.1 Data Collection and Recru itment 

The multip le method used in this evaluation are summarised in Table 1.  

 

Table 1. Data Used in the Bricolage 

Individual Data Program information 

 Background/enrolment information 

 Hope Scale  

 Most significant change question responses 

 Informal discussions 

 Attendance data 

 Physical space 

 Practice  

 Skills, knowledge and qualifications of 

staff 

Researcher journal 

 Informal discussions 

 Observations 

 Discourse 

 Participant engagement 

 Efficacy of experiences provided 

 Relationships 

 

Qualitative data was gathered using program facilitator case notes and researcher journal notes about 

conversations, observations, relationships, program experiences, participant engagement and discourse 

and narrative from all stakeholders about the program. A qualitative interview question was posed to 

the participants each week;  “What has been your most significant change this week as a result o f 

participating in the program?” Part icipants provided written responses collected by the researcher.  

Quantitative data was co llected v ia surveys and attendance records. Participant attendance was 

collected from daily sign in and out sheets to determine program dosage for each participant. The Hope 

Scale (Synder, 1995) was administered to participants at the commencement and completion of the 

program. The Hope scale is a validated tool which according to Snyder (1995) recognises “hope is a 

construct based upon realistic evaluations about desires and the means to achieve them” (as cited in 



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Pacico, Bastianello, Zanon, & Hutz, 2013, p. 488). Higher levels of hope generate increased life 

satisfaction, healthier physical and mental wellbeing and improved academic outcomes leading to 

enhanced work performance and opportunities due to better coping strategies and problem-solving 

capacities (Pacico, Bastianello, Zanon, & Hutz, 2013). Pre and pos- test scores were analysed using the 

non-parametric test, the Wilcoxon  Signed Rank Test to determine if median d ifferences represented a 

significant improvement. 

Purposive sampling, which identified participants suitable for the program was used to recruit you ng 

people aged 15 to 24 years from job providers, Queensland Department of Youth Justice, Department 

of Human Services and community referrals. Community Liaison staff at EYTT connected with these 

organisations to recruit 136 part icipants - See Table 2 of participant recruitment numbers per cohort. 

 

Table 2. Participant Recruitment Numbers per Cohort 

Cohort 1 2 3 4 5 6 

Number of participants 22 17 17 18 33 29 

 

Eighty-nine participants (65.44%) successfully completed the program. In the interest of transparency 

about attendance, cohorts five and six consisted of 24 part icipants referred from Juvenile Justice who 

attended for one observation morn ing, after which the case worker determined the youth were not ready 

for this type of program. Five other participants attended for one enrolment day but did not commence 

the program. Cultural d iversity of part icipants included Aboriginal, African, Anglo Australian, German, 

Maori, Samoan, Spanish and Torres Strait Islander.  

2.1.2 Limitations 

Participant attendance ranged from 1-4 days per week and this variable attendance potential limited the 

data able to be collected. A member of the research team attended the EYTT program once a week to 

collect data limiting informat ion to those participants attending on the day of data collection. Hope 

Scale surveys were disseminated by the researcher and the EYTT team to maximise opportunities to 

ensure data was collected from all program part icipants, however, only 42 matched pairs were availab le 

for analysis. Limitations in reach were evident for some participants that required parental or guardian 

consent, which was not able to be obtained. Therefore, data about participants under 18 years old or 

those in foster/out-of-home care were not availab le. 

Not all part icipants provided answers to the ‘most significant change’ question or they responded with 

‘I don’t know’ at t imes, resulting in  missed data. Literacy  concerns caused writ ing difficulties for some 

participants. This was mitigated by the researcher obtaining verbal responses from the participants. 

Participants who did not feel comfortable to do this did not provide a response resulting in some further 

data losses. Follow-up with participants about their employment, education and/or training status 12 



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months from completion of the program proved difficult due to contact issues. Data about participants 

employment, education and/or training status is at one month after completion of the program.   

 

3. Results 

Inductive frequency analysis of qualitative data identified  key  themes relat ing to neurosequential 

development and workplace transferability  skills . These were obtained from the written documentation 

of conversations and observations, and ‘significant change’ question responses  collected.  

The young people expressed what they have gained from the program through written responses to the 

question “What has been your most significant change this week as a result of your participation in the 

program?” The responses from all cohorts were collated and the following themes emerged:  

Confidence 

“Confident. I feel more motivated in  my life and has given me a routine throughout my days. I’ve  been 

eating heaps and I’ve felt like I’m changing as a person by being more motherly. More happier and 

loving life”. Participant 6.1 

Motivation 

“More motivated. See life differently, happier, motivated, opening more doors/opportunities. Got my 

licence, reached my goal, socialise more, confident, happy”. Participant 2.4 

“I feel like this program is really help ing keep me motivated, positive and focused! I’m feeling happy 

and even more mot ivated. I feel more confident. I have been feeling happier lately, but  sad about the 

program ending soon. I have been sleeping better and doing more things”. Part icipant 3.1 

Emotional changes 

“I changes a lot. Feeling much better. My mum really notices that I’m much happier when I come home 

from here. Anger control. When I first came here, I was scared and I happy to be here. My emotions are 

stable”. Part icipant 3.4 

Lifestyle Changes 

“I have progressed over the past week in a positive way. I have changed my lifestyle by becoming 

healthier and have improved my relationships with family and friends. Overcoming barriers. Getting 

out of my comfort zone. I was able to achieve something I thought I couldn’t”. Participant 4.6 

3.1 Neurosequential Changes 

Neurosequential pathways development charts were developed from the writ ings of Bruce Perry (2006). 

Participants’ confidential responses to the weekly question: “What has been your most significant 

change this week as a result of your participation in the program?” were frequency analysed against a 

coded list to determine changes to the youths’ neurosequential development as a result of participating 

in the program. Table 3 identifies the frequency count for respective neurosequential pathways 

development. The most frequent responses across all neurosequential areas were self-awareness; 



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improved mood; confidence; improved attitude; and increased sense of safety/survival.  Most frequent 

responses for limbic/amygdala areas were mood; confidence; attitude; relationships; and emotions. The 

most frequent responses for cortical areas were awareness; affiliation; attachment/belonging; 

self-regulation; and goal setting. 

 

Table 3. Identi fied Neurosequential Pathways Development and Frequency Counts 

Neurosequential pathways 

Brainstem/survival Frequency count Midbrain/physical Frequency 

count 

B4 Safety/ Survival  117 M9 Language 48 

B3 Physical Health 45 M4 Gross motor skills  27 

B2 Rest/sleep  24 M2 Movement  20 

B6 Hearing/auditory function 19 M1 Co-ordination  19 

B5 Sight/vision  13 M5 Fine motor skills  14 

B1 Food/nutrition  12 M6 Proprioception/force  13 

B7 Touch/tactile 12 M3 Spatial awareness 11 

B8 Taste/texture 7 M7 Vestibular function  4 

B9 Smell/olfactory 0 M8 Balance  4 

  M11 Pattern ing 4 

  M12 Repetit ion 4 

  M10 Crossing mid line  2 

Limbic/ Amygdala/emotional Frequency 

count 

Cortical/higher order 

thinking 

Frequency 

count 

L1 Mood 143 N4 Awareness 166 

L11 Confidence 134 N3 Affiliat ion 83 

L10 Attitude 128 N1 Attachment/belonging 81 

L9 Relationships 107 N2 Self-regulation  79 

L2 Emot ions 104 N12 Goal setting 61 

L8 Communication 90 N10 Planning  55 

L13 Opt imism 81 N13 Focus & attention 50 

L12 Independence 53 N11 Priorit ising 47 

L3 Threat (Fight, Flight, 

Freeze) 

35 N6 Respect 38 

L4 Anxiety 32 N8 Prob lem solving 31 



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3.1.1 Transferability Skills Development  

A transferability skills chart was developed from a range of articles  about the skills needed for current 

and future jobs (for example, Committee for Economic Development of Australia 2015; Social 

Ventures Australia 2016; The Foundation for Young Australians , 2017). Tab le 4 presents the frequency 

counts of work t ransferability skills development observed. Transferability skills are considered 

generalised proficiencies able to be utilised across a range of jobs. Participant responses to the question 

“What has been your most significant change this week as a result of your part icipation in the program?” 

were frequency analysed against the skills list to determine the most recurrently developed skills of the 

youth as a result of participating in the program. Most frequent responses of transferability skills were 

in relation to self-awareness; opportunity awareness; self-regulation; sociability; and decision making, 

learning, and confidence. The most frequent responses for cognitive skills were opportunity awareness; 

decision making; learn ing; problem solving and reasoning. Most frequent responses for communication 

and social/emotional skills were sociability; emotional intelligence; comprehension; collaboration and 

teamwork;  and written and verbal p resentation. The most frequent responses for personal behaviours 

skills were self-awareness; self-regulat ion; confidence; integrity/honesty; and self-management. 

 

Table 4. Work Transferability Skills Development and Frequency Counts 

L7 Stress 26 N17 Literacy  29 

L5 Arousal  13 N14 Memory recall 29 

L6 Fear response  7 N5 Tolerance  27 

   N16 Impulse control 22 

  N7 Critical thinking 19 

  N15 Multi-tasking 13 

  N9 Negotiation  2 

Work Transferability skills  

Cognitive skills  Frequency 

count 

Communicat ion and 

social/emotional skills  

Frequency 

count 

Personal behaviours Frequency 

count 

C5 Opportunity 

awareness 

136 S1 Sociability 123 P2 Self-awareness 229 

C1 Decision 

making 

121 S8 emot ional intelligence 120 P8 Self-regulation 124 

C8 Learn ing 121 S5 Comprehension 78 P4 Confidence  121 

C4 Problem 

solving 

37 S4 Collaboration and 

teamwork  

66 P5 Integrity/honesty 103 



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The analysis of journal notes revealed the most frequent observations, relating to participants, were 

about non-judgment, acceptance and their sense of belonging (feeling like a family). The relat ionships 

formed between staff and participants and between the participants and their peers was seen by 

participants as pivotal to their success in the program. Creating a safe, calm and inclusive space that 

met  participants needs through consultation with participants was intentional in the program’s design 

and indeed this appeared to reduce participants’ fear and stress and create a sense of belonging and 

emotional safety. 

Quantitative analysis of Hope Scale data enabled comparison of participants  feelings of agency, 

pathway and hope on entry and completion of the program. Pathway scores identify participants’ 

thinking about the possible options available to achieve desired goals (Snyder, 2000). Agency scores 

identify mot ivation and self-belief in part icipants’ capacity to achieve those goals. The integration of 

pathway and agency thinking produces a measure of hope. High hope individuals view ‘barriers as 

challenges to overcome and use their pathway thoughts to plan an alternative route to their go als’ 

(Snyder, 1994, as cited in Snyder, 2000, p. 10).  

The median scores and interquartile  range for the pre and post administrations of the Hope Scale (n=42) 

are presented in Table 5. The results of the Wilcoxon Sign Rank Test  revealed that median differences 

were significant (z=4.115, p <0.001). As indicated in Table 6, there were positive differences observed 

for 35 part icipants, a negative difference observed for five part icipants and scores for two participants 

were unchanged. Overall, results indicate that the p rogram had a positive effect on part icipants as 

measured by the Hope Scale.  

 

 

 

Table 5. Median Scores and Interquartile Range pre and post Hope Scale across all Cohorts 

C3 Reasoning 54 S3 Written and verbal 

presentation 

46 P3 Self-management  92 

C2 Creativ ity 42 S2 Listening to understand 41 P11 Persistence 87 

C9 Curiosity 26 S7 Caring  20 P1 Responsibility  82 

C7 Innovation 13 S6 Empathy 13 P12 Motivation 71 

C6 Dig ital literacy 7   P9 Determination 65 

    P10 Initiat ive  32 

    P7 Time management  29 

    P6 Tolerance  21 

    P13 Flexib ility  12 



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 Median Interquartile range 

25% 

Interquartile range 

75% 

Hope Scale p re-measure 

(baseline) 

20.5 17 26.5 

Hope Scale  

post measure 

28 24 37.5 

 

 

Figure1. Patterns of Positive and Negative Differences in Hope Scale Scores Observed 

 

Sixty-five participants (60.75%) obtained work opportunities or engaged in education and training 

either during or soon after completing the program. The remain ing participants —19 are not employed 

nor in education and train ing and 23 have status unknown. The young people who did not complete the 

program were evidently impacted by external variables such as family violence, substance abuse, 

homelessness, mental health, d isability, juvenile justice, out of home care, and/or family relocation.  

 

4. Discussion 

The results of this program recognise that the brain is impressionable during all stages of life (Flores , 

2010) and shaped by early attachment and ongoing relationships  and amenable to conducive, 

well-designed programming and support. As already recognised in the literature, relevancy and 



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intensity of experiences create motivation, potentially generating more rapid b rain  development 

changes (Kolb & Muhammad, 2014). Music experiences are strong motivators important to 

neurosequential programs (Kolb & Muhammad, 2014). The EYTT program provided music, movement, 

art therapy and mindfulness in a physically, emotionally and culturally safe learn ing space, to engage 

participants, who reported increased social, emotional and cognitive skills that potentially lead to 

engagement in employment, education and training. The data indicated that the more 

attendance/experiences for participants, the more likely they were of having successful outcomes. The 

observed relevancy of experiences to help engage and motivate participants in attendance were 

therefore considered key to this success. 

A number of practical considerations regarding participants’ individual life circumstances were 

addressed to support their maximum part icipation in the program. Circumstances included not having a 

current driver’s license and/or photographic identification nor access to a vehicle for transport, which 

made it  difficu lt fo r part icipants to access support services, attend the EYTT program and attend job 

interviews. The EYTT mitigated this by providing minibus transport and assisting participants to 

negotiate the pathways to obtaining a driver’s license and/or identification cards. Limited access to 

telephone and/or email was another consideration. While participants may have had phones, often they 

did not have credit nor access to internet for email contact. Participants not receiving welfare benefits 

often did not have a bank account. As intensity of experiences impact outcomes, it was deemed 

important to participants’ successful outcomes that barriers to their participation be mit igated as much 

as possible. This is also considered a crit ical success factor in the program’s success. 

Participants were found to have very complex needs. External barriers included a lack of stable housing, 

youth justice engagement, domestic/family violence, neglect, physical and/or sexual abuse, significant 

family/carer responsibilities, mental health, substance abuse, health and developmental issues, and 

literacy and numeracy concerns. These issues were often identified later in the program when a trusting 

relationship had been established and participants felt safe to disclose. Staff were ab le to observe 

behaviours indicating these issues as they became more familiar with the part icipants. Daily progress 

meet ings sans participants were held to d iscuss planning, so all staff were familiar with indiv idual 

needs of participants and to provide continuity in neurosequential experiences. Individual program 

plans combining case notes, identified participant needs, and detailed personal history were developed 

for each part icipant. Support agencies were engaged to assist participants when deemed necessary.  It 

was important to gain information about the participants to ‘shape staff practices that strengthen 

relationships…, enhance personal safety…and [provide] services to vulnerable individuals…as early as 

possible’ (Leitch, 2017, p. 1).  

Delivering an innovative program required thoughtful planning about staff constitutions, experience, 

skills, knowledge and qualifications. Facilitators recruited  for the EYTT program had varied  capacities 



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to engage with youth and provide a neurosequential informed program. Staff of diverse experience, 

gender, culture, age, education and artisanship allowed for diverse participants to feel a sense of 

connection and belonging. Knowledge sharing between staff, and staff and participants provided 

distinct experiences of interest and intensity to motivate participants to regularly  attend the program, 

improve their neurosequential development and work transferability skills potentially improvin g their 

employability outcomes.  

4.1 Future Considerations 

Critical reflection of program implementation and outcomes suggest the program’s  approach was 

overall successful in engaging youth in employment, education and training. A number of future 

considerations were also identified. Staff availability to contact potential employers and attend 

workp laces was limited due to the 1-on-1 engagement needed with participants in the program. EYTT 

was successful in engaging large corporate organisations. Smaller businesses were also approached. 

These were only willing to accept job ready young people. Small family owned businesses became 

committed to the project and the participants they met; proving the most successful in meeting the 

employment needs of participants. This suggests further opportunities to engage more formal and 

informal supports in the design of such program in the future is needed. 

It is recommended further research, including longitudinal studies  be undertaken on the benefits of 

neurosequential-based programs in improving youth employment, education and training outcomes. 

Accessing social enterprise workp laces may be beneficial to creat ing collaborative approaches to the 

program by interlinking other community employment programs. A longer-term aim of training future 

neurosequential program facilitators and mentors may also be beneficial to youth employment, 

education and training outcomes. 

The twelve-week EYTT program included follow up mentoring with participants for 12 months after 

complet ion. Transience of some participants and their families resulted in loss of contact. Contactable 

participants responded well to the mentoring process and some returned to the program as mentors 

(n=12). Staff and participants felt an increased duration of the program would be beneficial.  

Participants felt an improved sense of confidence and skills capacity in the last 3-4 weeks of the 

program and felt a longer timeframe would bring them to a greater level of success in job outcomes.  

Staff also felt that more disadvantaged youth would benefit from an increased duration of 

neurosequential learning and support to achieve full job readiness. Once neurosequential development 

has improved sufficiently to access the higher brain areas necessary for reading, writ ing and 

problem-solving, attendance in programs to improve literacy and numeracy would be beneficial . 

 

 

5. Conclusion 



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The EYTT program intended to increase the workforce engagement, train ing and education capacities 

of participants who were identified as having complex needs . Evaluation shows use of the 

neurosequential model of therapeutics was critical to the development of the program. Relat ionships 

formed between facilitators and the young people participating were pivotal to the success of the 

program. Most notably, the EYTT program observed numerous benefits for participants in relation to 

their success in gaining further training, education and/or employment opportunities. 

 

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