EFY Foyer Model and Practice Approach

Given the emphasis on the development of a ‘stable enough sense of self’, the key to engagement is opening the conversation and prioritising an understanding of where the young person is at. This can enable young people, in the first instance, to navigate the EFY Foyer Model, participate in the Offers and go on to build sustainable lives.

Enabling young people to understand their own sense of self – and to access the resources, opportunities and people to expand their skills and capabilities – is pivotal to success. The EFY Foyers intend to do this in a number of ways, primarily through the design and content of a Cert. I in DI and the Open Talent approach lived out through staff/mentors and the techniques they use.

Cert. I in Developing Independence

The Cert. I in DI is an essential component of the EFY Foyer program, as it addresses core competencies with regard to:

  • goal setting
  • self-esteem
  • personal presentation
  • dealing with conflict
  • group/social skills
  • advocacy skills
  • researching skills
  • dealing with changes in personal circumstances
  • helping others
  • dealing with people and organisations
  • developing stable relationships
  • building healthy lifestyles
  • group living skills.

The practice and people

The Open Talent approach is lived out in EFY Foyers through individual mentoring, coaching, facilitated personal planning and support, group activities and peer-to-peer supports. EFY Foyers employ all of these methods, tailoring them to the needs and aspirations of the student and the objectives of the particular part of the program. What is implicit in all of this work is the ethos of reciprocity and empowering the student as an active agent in defining his/her own future.

These relationships and interactions are intended to be transformative, to inspire, motivate and enable students to build their capabilities and reach their life goals.

 

The technique used will depend on:

  • which method will best support the aims and objectives of the student
  • the purpose of the interaction
  • the people (staff/volunteers/external agencies) involved in the interaction
  • the expected longevity of the interaction
  • the skills and experience of the people involved.

Education First Youth Foyers’ understanding of these techniques is explained overleaf. Mentors and volunteers should have access to a tailored training program to ensure that mentoring is fruitful, well defined and delivered in line with the Open Talent approach. In addition, students should have access to training that will enable them to facilitate peer initiatives.

Enabling young people to understand their own sense of self – and to access the resources, opportunities and people to expand their skills and capabilities – is pivotal to success. 

Related Material - EFY Foyer Model and Practice Approach

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Artist: Saphire Thomas

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