Research

Findings

Presented by Team Common Ground

 Chosen FDQ
At-Risk Youths

● Aged 12-21 years old

Ho w m ig h t w e s u p p o r t ● Affected by biological, psychological, and

social factors

a t - r is k y o u t h s fr o m ● Resulting in delinquency, substance abuse, or

other related anti-social and self-destructive
behaviors
lo w - in c o m e fa m ilie s (Understanding the Needs of Youths-at-Risk, n.d.)

t o s u c c e e d in life ? Low-income families

● Estimated gross monthly household income of

less than $1000
(Key Household Income Trends, 2022, 2023)
 Chosen FDQ

Ho w m ig h t w e s u p p o r t Succeed in Life

● Breaking out of the poverty cycle

a t - r is k y o u t h s fr o m ● Stable emotional and mental well-being

lo w - in c o m e fa m ilie s ● Completing higher education

t o s u c c e e d in life ?
Background Information on FDQ
What are some challenges faced by at-risk
youths from low income families?

Limited financial resources Academic disparities

Limited support systems Burn-out

 Stakeholders
External Internal
Ext e rn a l st a ke h o ld e rs a re t h o se Internal stakeholders are those
w h o a re a ffe c t e d b y t h e p ro b le m who are directly involved in the
b u t a re n o t d ire c t ly in vo lve d in t h e design & implementation of
d e sig n & im p le m e n t a t io n o f t h e the solution that is trying to
so lu t io n solve the problem .

Th is in c lu d e s: This includes:
● Families of youths at risk ● Government agencies

● Community ● Social Service Agencies

● Educators ● Youths at risk from low-

income families
 Secondary Research
Main Secondary sources:
● Research papers on Self Determination Theories

● CNA articles on rehabilitation programmes and interviews with Youth Officers

● Government Statistics on Youth Delinquency in 2021

● Articles on the Singapore Urban Poverty Line

New understanding of FDQ gained:

● What are the impacts of one’s family background in criminality and its influence
on children
● What are the psychological and physical impacts of a difficult background
● Are the support systems in place truly enough?
 Primary Research Method & Goals
Surveys
Number of Respondents: 37

Profile:
Age Group Housing Situation
● 70.3% (17-20) ● 70.3% (3-4 room HDB apartment)
● 18.9% (21-25) ● 18.9% (Executive Condominum/
● 5.4%(26-30) Private Condominum)

Gender Previously on financial assistance

● 64.9%(Female) ● 75.7% (Yes)
● 29.7%(Male) ● 24.3% (No)
● 5.4%(Prefer not to say)
 Primary Research Method & Goals

Interviews
Number of Interviewees: 2

Profile:
● 19 year old students from families with a gross monthly household
income of less than $1000

Interviewee 1: Interviewee 2:
Only child currently studying Oldest sibling in a family of 5.
in NUS Currently studying in Ngee
Ann Polytechnic
 Primary Research Surveys

Objective: Insights gained:

Gain an understanding on the general
student’s perspective on youths from
difficult backgrounds or low income
families
1. What are the social perspectives on low
income students or students from
troubled backgrounds
2. Which struggles would impact an
individual most
3. What is the visibility of support provided
● Strong belief background will
disadvantage one socially
● Psychological impact over physical
impact
● Mixed awareness of existing schemes
● Adult figures may not be capable enough
to help
● There are enough financial schemes in
place
● But low-income youths definitely do not
have the same number of opportunities to
succeed in life
 Primary Research
Objective:
● What difficulties were faced by low-
income students in Singapore in pursuing
their goals
● What helped low-income students in
Singapore through their difficulties and
manage stress
Interviews
Insights gained:
● Interviewees had a strong internal locus
of control and believe in their capabilities
to succeed in life.
● The Singaporean government initiatives
are plentiful enough for low income
students to achieve academic excellence
without too much worry
● Social support is a strong safety net with
a greater impact on one’s ability to
succeed in life
● Time constraints may impact ability to
succeed in life.
● Areas that they may feel that they miss
out include opportunities gained through
connections
 01 Cause and
Effect Analysis
Unmet basic psychological needs

Lack of
resources in Impacts ability to
Difficult family
education, “success in life”
backgrounds +
nutrition and
personal
development
 Difficult Family Backgrounds
Childhood Maltreatment
Definition
All types of abuse and neglect of a child
under the age of 18 by an adult figure
(World Health Organization: WHO, 2022).
Types of child maltreatment
● Physical abuse
● Emotional abuse
● Sexual abuse
● Neglect
(Understanding Child Maltreatment, 2013).
Family Criminality
Definition
A household environment where family
member(s) were involved in crime
Common types of crime
● Substance abuse
● Organized crime
● Domestic violence
(Fromiti, n.d.)
 Difficult Family Backgrounds

Childhood Maltreatment Family Criminality

2.17x
More likely to have contact with the
criminal justice system for youths whose

1.38x
Youth offenders who suffered parents had 1 contact with the criminal
from childhood maltreatment justice system
likely to reoffend within 7.4 (Ministry of Social and Family Development, 2020)
years

3.4x
(Report on Youth Delinquency 2021, 2021) More likely to have contact with the
criminal justice system for youths whose

13%
parents had multiple contacts with the
Greater likelihood of dropping criminal justice system
out of school for children who (Ministry of Social and Family Development, 2020)
faced violence

2.2x
(Ministry of Social and Family Development, 2020)
Greater likelihood to join gangs, for
juvenile offenders whose household
member had a history of substance
abuse
(Report on Youth Delinquency 2021, 2021)
 Difficult Family Backgrounds
Impacts/Consequences as a result

Impact to physical health Difficulty forming relationships

● Physical abuse → diabetes, brain damage (BridgetChapple, n.d.) ● Antisocial traits

● Sexual abuse → hepatitis C, HIV ● Attachment theory → unable to form secure attachments due to
● Unhealthy coping mechanisms → substance abuse them experiencing neglect as a child (Alm et al., 2019)

Psychological impact Higher chance of being offenders

● Toxic stress -> underdeveloped brain functions ● Dose-response relationship: higher parental
(Understanding Child Maltreatment, 2013) criminal behaviour = higher likelihood of juvenile
● Post-traumatic stress disorder criminality (Pettygrove, 2016)
● Unable to form a safe space for themselves
 Difficult Family Backgrounds
Impacts to achieving “Success in Life”

Breaking out of the poverty cycle Stable emotional and mental well-being

● Lack of positive influences and

● Unable to seek employment due to ex-
nurturing household environment
offender status
● Inflict learned behaviours on others
● Supply-side: lack of work experience,
health problems, lack of cognitive and ● Lack of self esteem (Mphaphuli, 2023)
intellectual skills

● Demand-side: mismatch in employer

expectations and employee Completing higher education
characteristics
● Misbehaviour in school, absenteeism,
● Unable to assimilate into workplace
inability to focus

(Holzer et al., 2003) ● Lower cognitive abilities -> unable to

retain information
(How Mental Health Disorders Affect Youth | Youth.gov, n.d.)
 Lack of Resources in Education, Nutrition
and Personal Development

Food insecurity Social inequality Lack of resources in education and

● Resort to skipping meals
○ Lack of money
○ No mood to eat
● Have to scrimp and save to
make provisions last longer
● Unable to upgrade skill sets
(despite government aid)
● Lose out to peers who are
more educated/skilful
personal development
● Harder to move up socio-
economic ladder
● 77% agree that lack of
educational and financial
resources are an immediate
disadvantage in education.

(Singapore Urban Poverty Line | Social Inequality, n.d.).

 Evidence
Lack of Resources in Education and
Personal Development
● Higher SES parents → more interested
in their children’s education
● More stable financial situation →
effectively mentor their child, pay for their
tuition, and have a favorable impact on
their study habits and attitude toward
learning (Singapore Urban Poverty Line |
Social Inequality, n.d.).
Social Inequality
Food Insecurity
● 1200 surveyed households
experienced food insecurity at least
once in the past 12 months
○ 2 out of 5 experience it once a
month
● School-age children who suffered from
early childhood malnutrition: poorer IQ
levels, cognitive function, school
achievement and greater behavioural
problems(Kirolos et al., 2022).

● Unemployment rate rose to its highest

since 2010 overall, and 2016 for citizens
● Unemployment → financial difficulties
→ stuck in poverty cycle(Ling, 2021).
 Impacts to “Achieving Success in Life”
Malnutrition
● Malnutrition → lack of income
to supplement nutritious meals
● Healthy food may be
inaccessible due to cos
(Kirolos et al., 2022).
Trapment in the Poverty Cycle
● Lack of opportunities
○ Networking
○ Skillsets
● Social stigma → prevents
them from sourcing for
opportunities
(Singapore Urban Poverty Line | Social Inequality, n.d.)
Discouragement due to resource
disparity
● Caregiving duties → lesser
time/energy spent on studies
● Lack of enrichment → impairs
cognitive development
○ Tuition
○ Extracurricular activities
 Unmet Basic Psychological Needs
Based on the Self-Determination Theory,
If fulfilled,
We all need a sense of, - Autonomy Orientation
- Ability to take charge in
one’s life increasing
1_ Relatedness resilience through
(Baumeister and Leary, 1995; Deci and Ryan, 2002)
challenges
(General Causality Orientations Scale (GCOS) –
selfdeterminationtheory.org, n.d.)

2_ Autonomy If not,
(Vansteenkiste et al., 2010) - Controlled or
Impersonal Orientation
- Reduced satisfaction in life
3_ Competencies due to belief of inability to
(Ryan and Deci, 2002)
change one’s
circumstance
(General Causality Orientations Scale (GCOS) –
selfdeterminationtheory.org, n.d.)
 How this is observed in At -risk Youths

Lack of Relatedness Lack of Autonomy Lack of Competencies

Youths seek out external Uncooperative behaviour/ Impacts ability and
support due to lack of. delinquency > achieve a willingness to focus on
Increased willingness to sense of autonomy education or developing
take part in risky behaviour skill sets

(Kee et al., 2003) (Touch Community Services, 2022) (Ali, 2023)

 Impact on the Individual
Lack of self esteem, confdience and belief
(General Causality Orientations Scale (GCOS) – selfdeterminationtheory.org, n.d.)

Reduced resilience to face difficulties

(Liu & Huang, 2021)

Loss of opportunities and ability to change

circumstances
Existing Solution 1
Youth United Programme
What is Youth United?
● The Youth United Programme is an community building effort that organises resources &
relationships around youth living in public rental housing neighbourhoods
Who does this programme involve:
● Youths who are from less privileged families and neighbourhoods (Target)
● Family groups, grassroots, police, youth agencies, location based community (Partners)
How do they help?
● Foster a positive and enriching environment that promotes healthy choices and prevents
engagement in harmful behaviors by engaging communities & restoring neighbourhoods
(Beyond Social Services, 2017)
Key learning points
Importance of community-based approach:
● By creating an interlay of support within the community, they can aid one another in preventing
youths from falling down the wrong path, while fostering a sense of ownership towards the
community
Value of sustainability:
● This program is designed for communities to last for a long term. Sustainable programs offer a
sense of stability and continuity for youth at risk population, allowing them to access the services
they need for long-term well-being, while maintaining program effectiveness
Existing Solution 2
The Experiential Learning and Mentoring Programme (ELMP)
What is The Experiential Learning and Mentoring Programme (ELMP)?
● The The Experiential Learning and Mentoring Programme (ELMP) is a weekly drop-in
programme conducted at Woodlands and Ang Mo Kio Centres catered to youths from the
neighbourhood.
Who does this programme involve?
● Youths at risk (Target)
● Volunteers & Interns (Partners)
How do they help?
● Centre-based drop-in activities such as small group tuitions, experiential learning activities
and workshops and 1 to 1 mentoring sessions with mentors (Youth Guidance Outreach Services, 2021)

Key learning points

Impact of environment for youths at risk:
● This solution proves that fostering a healthy environment that's fun and intriguing, plus having
a positive role model can help impact youths at risk to foster resilience, while promoting
positive decisions in their lives
Effect on engagement and relevance:
● By conducting experimental learning sessions for the youths, they allow youths to explore and
develop their interest or strengths, providing a healthy and flexible solution for them to learn
and make a change for themselves
Existing Solution 3
ComCare
What is ComCare?
● ComCare provides financial assistance for lower-income individuals or families who are
temporarily unable to work, looking for a job or earning a low income and require assistance
Who does this programme target:
● Singapore Citizen or Permanent Residents who are currently struggling with finances and require
external assistance
How do they help?
● Short-To-Medium-Term Assistance
● Interim Assistance
● Long-Term Assistance (Ministry of Social and Family Development, 2023)

Key learning points

Comprehensive and coordinated approach to addressing issues:
● Comcare has shown how having a comprehensive solution to different financial needs can aid in
ensuring families receive what they rightfully require
Importance of early intervention:
● Comcare has shown how critical early intervention is for families who require assistance, to
prevent them from worsening, and makes sure that families do not have to face any long term
problems.

Fragmented services
Services for youth at risks are
often spread across multiple
different organizations. This
can make it difficult for youths
at risk to access the services
they need, leading to lesser
chances of them receiving help
on various aspects
Gaps in services
Intervention ≠ Prevention
The programmes currently only
focuses on how intervention
can help these youths.
However, identifying some
ways that they can prevent
youths from going down the
wrong route might be a more
effective matter
Rigid services
Too many organizations today
utilize a one-size fits all
approach when it comes to
addressing their needs. This
paired with the inflexibility of
programs lead to a feeling of
disengagement
Features to consider in the final solution
Community -Based
Prevention
By learning from the Youth United
Programme, we can develop strong
partnerships communities as well as
with social service organizations and
governmental bodies, we are able to
create an strong ecosystem that can
act as a comprehensive network of
support for youths at risk that are in
low-income families that is sustainable
Exploratory /
Personalized Pathways
EMLP has proven to us that by providing
personalised interventions for the youths
at risk, we are able to explore different
routes and build on their existing
strengths & assets, while possibly
involving them in the planning / decision
making process while empowering them
in making positive choices for their
future
 THANKS!
Do you have any questions?

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REFLECTION ON
DISCIPLINARY
PERSPECTIVES
( PART B)
Amelia Ow Yong
Arts Business Management (100 words)

One difference my Banking and Finance classmate approached the problem was by
critically assessing the efficiency of funds allocated to students from low-income
backgrounds. Being from the school of humanities, I had initially downplayed the
significance of financial subsidies, emphasizing instead the impact of personal
development in ensuring success for low-income students. However, she questioned
the effectiveness of existing subsidies, if they prioritised the urgent needs of low-
income students such as transportation, education, and food enough. This discipline
specific perspective enriched our primary research objectives, making them more
comprehensive and enhancing our grasp of the multifaceted needs of low-income
students.
Chan Jing mei
Nursing (88 words)

As a nursing student i tends to focus more on health disparities as it can affect

low-income youth’s ability to pursue the education their desire such as their mental
health and wellbeing. My groupmate from Business & Accountancy approached the
FDQ from a more financial approach. She detects the financial issue the youth
faced and allocate financial aid by doing so it will help improve their financial
difficulties and mental health being.

Through Business & Accountancy I became more knowledgeable about the

financial issue low-income youth are facing.
Teo Jia Xuan
Banking and Finance (100 words)

One difference by my Humanities and Social Sciences groupmate is that she

approaches the issue of helping at-risk youths through arts programmes, whereas I
would approach this issue through financial aid.

Her differing perspective made me realise that such programmes allow for more
conducive self-expression, where it becomes a medium for at-risk youths to
explore their creative side, allowing them to build self-esteem and positive self-
image.

Both disciplines can be combined by allocating financial aid to developing those

programmes, and providing an avenue for them to participate in extracurricular
activities that would otherwise be hindered by their lower income background.
Tan Zhi Heng Dalton
Community Development (97 words)

One difference in how my Banking & Finance classmate approached the topic was from a
financial standpoint, and provided financial insights towards families from low-income
backgrounds. She critically questioned the efficacy & efficiency of our existing grants,
and compared their expenditure with existing grants.

Otherwise, being from Community Development (HMS), I had only focused on the social
services that were available to them.

By combining these disciplines, I was able to a greater grasp on our existing topics, and
gained a well rounded perspective on low-income families, allowing me to ideate a more
comprehensive approach for our solution
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Appendix
 Primary Research Questions
Surveys
Demographics
Primary Research Questions
Surveys
 Primary Research Summary

Social perspectives
Respondents feel that one’s background will disadvantage them socially especially students with a history of poor conduct.

89.2% feel that at-risk youths are socially disadvantaged

81.1% feel that youths with a history of poor behaviour are at a social disadvantage .
75.7% agree that they would feel hesitant of someone who is labelled a “delinquent”

85.7% believe that family criminally will influence children to be more susceptible to offending
 Primary Research Summary
Which struggles may impact an individual more
Respondents feel that the psychological impact of one’s background is a larger detriment on their overall well being than
physical impact.

Financial status has a noticeable impact on mental health as agreed by 62.1% of our respondents
While most respondents agree that child maltreatment will significantly or visibly affect an individual’s physical and mental
health. More respondents feel that the physical impact of child maltreatment is more significant than its mental impact by
(81.1% compared to 62.1%)

The most significant outcomes of childhood maltreatment to an individual’s health were ranked as psychological injuries
(83.8%), External physical injuries (54.1%), Internal physical injuries (35.1%)

Support from peers are low as 78.4% agree that students are generally insensitive to at-risk youths from low income
households.

Respondents feel that psychological trauma will hinder at-risk youth’s ability to achieve success in life most. This is followed
by being youth offenders, physical health issues and difficulty forming relationships.
 Primary Research Summary
Visibility of support provided
There is mixed awareness of the existing schemes/ programmes/ organisations present to support low-income students or youths at
risk. The majority doubt an adult figures’ capability to help troubled youths and agree that being unable to afford supplementary help
in education is a significant disadvantage to low income students. However, there is also a large sentiment that there are enough
financial resources provided to low income students although they may not receive the same opportunities to success in life as other
youths.
Community Chest was the most well known at-risk programme/ organisation (40.5%)
However 37.8% were still unaware of any at-risk programmes or organisations.

Individuals feel that more financial schemes may improve the lives of at-risk youths (40.5%) however a strong group also agree that it may not make a large impact (37.8%)

59.5% agree that education subsidies would benefit at-risk youths from low-income households the most.

86.5% of students are aware of what benefits/subsidies low-income students receive

When measuring which areas adult figures are lacking when supporting at-risk youths, we have organised our data and ranked them in the following deficits:
(41%) Lack of capability > lacking in skill sets and resources to support students from difficult backgrounds
(28%) Lack of empathy > lack of interest, understanding when listening to students from difficult backgrounds
(18%) Lack of follow through > lacking of commitment in time or modelling of positive behaviour
(5%) Lack of accessibility > support for students inaccessible due to financial constraints or awareness
(8%) Lack of encouragement> lack of positive affirmations regardless of understanding

77% of respondents feel that low income students are at an immediate disadvantage when it comes to studies
When measuring possible factors low income students may be, we have organised our data and ranked the factors in the following order:
(41%) Educational Finances> Being able to afford support for education such as tuition
(26%) Time > Lack of time due to shifted focus on other priorities such as part time jobs to support themselves
(11%) Capability > Impact of household background in general which impacts their performance in school
(11%) Household finances > Being able to afford basic education, daily necessities
(7%) Personal developmental opportunities > lack of opportunities given to support their personal development

Although 59.4% of students feel that low-income students receive sufficient benefits, 67.6% of students feel that they will not receive the same opportunities to success in life as other youths.
Primary research Interview