For Students, With Students4 MiSSiON “ To Be A Leading Social Work Organisation In Enabling...

QC Preflight Point

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Blk 463 Hougang Ave 10#01-964 Singapore 530463Tel: 6286 9905 Fax: 6286 6230Email: [email protected]

Blk 437 Clementi Ave 3#01-98 Singapore 120437Tel: 6778 6867 Fax: 6775 4132Email: [email protected]

Blk 463 Hougang Ave 10#01-964 Singapore 530463Tel: 6286 9905 Fax: 6286 6230Email: [email protected]

Blk 202 Yishun Street 21# 01-89 Singapore 760202Tel: 6759 6821 Fax: 6759 6829Email: [email protected]

www.students.org.sgROS REGN. NO. : 0248/1975CASCHARITY REGN. NO. : 00014

SCS HEADQUARTERS CLEMENTI CENTRE HOUGANG CENTRE YISHUN CENTRE

ANNUAL REPORT

2007/2008

For Students, With Students

Job no: 78250 Title: Annual Report Client: Student care serviceScn: #175 Size: 425(w)245(h)mm Co: M5 C0Dept: DTP D/O: 08.07.08(Job no: 78250C1 D/O: 10.07.08 Co: CM5)

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78250_SCS AR Cover C3.indd 178250_SCS AR Cover C3.indd 1 7/10/08 2:56:45 PM7/10/08 2:56:45 PM

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Contents

Corporate Overview

04 Mission Statement and Core Values 05 Corporate Information06 Board Members07 Sub-Committees & Centre Advisory Committees08 Organisation Structure09 Staff Team10 Staff Team Structure11 Services and Programmes12 Donors & Partners14 Publication Highlights

Reviews, Reports, Highlights and Milestones

16 Chairman’s Statement18 Executive Director’s Report20 Milestones and Achievements22 Quantitative Achievement 200724 Highlights of Services, Programmes and Activities

Financial Report

42 Statement by the Board43 Auditors' Report to the Board of Students Care Service45 Statement of Income and Expenditure 46 Statement of Changes in Accumulated Funds47 Balance Sheet48 Cash Flow Statement49 Notes to the Financial Statements

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“I love those who can smile in trouble, who can gather strength from distress, and grow brave by reflection. ‘Tis the business of little minds to shrink, but they whose heart is firm, and whose conscience approves their conduct, will pursue their principles unto death.”

Leonardo Da Vinci

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“Graceful wanderersPause in the afternoons sunlightGone the next instants.”Haiku

“This dragonfly came up to me. He was hovering right in front of my face, and I was really examining him, thinking,

How does he see me? I became enlightened.”Ziggy Marley

CORpORate OveRview

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MiSSiON

“ To Be A Leading Social Work Organisation InEnabling Students To Maximise Their Potential.”

We COMMIT to serve our clients

We listen to their needs and serve to empower them.We demonstrate the highest ethical standards.

We UPHOLD professional excellence

We emphasise integrity, teamwork and quality in our work.We treat our colleagues and co-workers with respect and dignity.We think and work creatively.We grow in our knowledge and skills.We learn from our mistakes.

We VALUE our volunteers and service partners

We develop and empower our volunteers.We support collaborative relationships.We recognise and celebrate contributions and accomplishments.

CORe vaLUeS

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Registered NameStudents Care Service学生辅导会

ROS Registration Number0248/1975

Charity Registration Number000014

ipC Registration NumberIPC000462

ipC Sector administratorNational Council of Social Service (NCSS) – NCSS Charitable Fund

Nature of Governing instrumentThe governing instrument of Students Care Serviceis the Constitution.Students Care Service is governed by a Boardconsisting of voluntary members. The Board membersand Office-Bearers are elected at a Annual GeneralMeeting and the term of office shall be for one year.A Board Meeting shall be held at least once verythree months.

Corporate websitewww.students.org.sg

Corporate [email protected]

auditorRobert Tan & Co61 Club Street. Singapore 069436

Registered address/Headquarters463 Hougang Ave 10#01-964Singapore 530463Tel – 6286 9905 Fax – 6286 6230

CentresClementi Centre437 Clementi Ave 3 #01-98Singapore 120437Tel – 6778 6867 Fax – 6775 4132Email: [email protected]

Hougang Centre463 Hougang Ave 10 #01-964Singapore 530463Tel – 6286 9905 Fax – 6286 6230Email: [email protected]

Yishun Centre202 Yishun Street 21 #01-89Singapore 760202Tel – 6759 6821 Fax – 6759 6829Email: [email protected]

BankersDBS Bank6 Shenton WayDBS Building Tower One. Singapore 068809

OCBC Bank65 Chulia Street #29-00OCBC Centre. Singapore 049513

Fortis Bank S.A./N.V.63 Market Street #04-01Singapore 048942

CORpORate iNFORMatiON

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BOaRd MeMBeRS

Chief advisorMr Low Siak Meng Eric (BBM)

MembersAssoc Prof

Rebecca Ang

MembersMr Lee Tiong Peng (PBM)

ChairmanMr. Gopinath Menon (PBM)

MembersDr. Ang Seng Bin

MembersMr Tan Siang Yuen Bentley

vice ChairmanMr Po’ad Bin Shaik Abu

Bakar Mattar (BBM)

MembersMr Chee Wai Pong

MembersMr Wan Chee Foong (Co-opted)

Hon treasurerMr Lee Cheng

Cheong Edward (PBM)

MembersMr Chu Boon Hai

Hon SecretaryAssoc Prof Vilma D’Rozario

MembersMr Goh Chee Kong

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SUB-COMMitteeS & CeNtRe adviSORy COMMitteeS

audit CommitteeChairman: Mr Chu Boon Hai Members: Mr Thomas Ho Wei Heong Mr Wan Chee Foong

Finance CommitteeChairman: Mr Lee Cheng Cheong Edward (PBM)Members: Mr Gopinath Menon (PBM) Assoc Prof Vilma D’Rozario

Staff & Services CommitteeChairman: Mr Po’ad Bin Shaik Abu Bakar Mattar (PBM)Members: Dr Ang Seng Bin Mr Goh Chee Kong Mr Lee Tiong Peng (PBM) Mr Tan Siang Yuen Bentley

Clementi Centre Relocation (Fund-Raising) CommitteeChairman: Mr Po’ad Bin Shaik Abu Bakar Mattar (PBM)Members: Mr Chee Wai Pong Mr Chu Boon Hai Mr Lee Cheng Cheong Edward (PBM)

Clementi Centre Relocation (Building) CommitteeChairman: Mr Gopinath Menon (PBM)Members: Mr Goh Chee Kong Mr Tan Siang Yuen Bentley

Clementi Centre advisory CommitteeChairman: Mr Tan Siang Yuen BentleyMembers: Mr Lee Tiong Peng (PBM) Mr Wan Chee Foong Mr Lok Lai Cheng Asst Prof Yeo Lay See

Hougang Centre advisory CommitteeChairman: Dr Ang Seng BinMembers: Assoc Prof Rebecca Ang Mrs Chan Rosaline Mr Chu Boon Hai Mr Lam Hoo Poon Dr Cheryl Loh Mr Adrian Lim Peng Ann Mr Toh Weng Choy Mrs Yip Katherine

yishun Centre advisory CommitteeChairman: Mr Goh Chee KongMembers: Mr Chee Wai Pong Mr Po’ad Bin Shaik Abu Bakar Mattar (PBM) Mr Thomas Ho Wei Heong Mr Vidyut Gandhi Assoc Prof Vilma D’Rozario

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ORGaNiSatiONaL StRUCtURe

Committees

HougangCentre

YishunCentre

ClementiCentre

Board

AdvisoryCommittees

Finance Staff &Services

Audit

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ManagementSim Morene(Executive Director)Wong Cher Meng (Director, Clementi Centre)Tan-Wu Mei Ling (Director, Hougang Centre)Ler-Lim Wan-li Melissa (Director, Yishun Centre)Nguang-Low Ching Voon Geraldine(Director, Educational Psychology Service)Oh Kwong Wee (Asst Manager)

principal Social workersChang-Goh Song Eng *Chuah-Toh Yin May *

Senior Social workersAng-Toh Chor Yan*Ang-Yeo Sock Ngen JenniferLee Seng Meng

Social workersAng Kai Fen Chen Peiqi (since 1 Jan 08)Chen Yishan Lyn Ee Wee Lin Vivien Koh CindyLi Huiyan FeliciaLim Shu Hui

Low Yi JuanLuen Wai Sum JennaOh Chin Ern Jean (since 3 Mar 08)Ong Bin Qin Linnea Tan Jean MengTan Shu Ling (since 3 Mar 08)Teo Chye Hee BenjaminWang Peishan TheresaWong Hsiao Yen DawnWoo PeiyiYang Kaiqi

CounsellorGoh Kee Chye Lawrence

psychologistsBek-Lok Mee Hing (Senior Educational Psychologist)Ting-Hong Seok Ai Christabel (Counselling Psychologist)Ho Xiu Hui Valerie (Psychologist) (since 3 Mar 08)Toh Yinniang Germaine (Psychologist/Learning Support Specialist) (since 8 Apr 08)

Learning Support SpecialistsLoh-Lee Yin Wan Magdalen (Senior Learning Support Specialist)Wong Chye Hong Julie (Learning Support Specialist)

StaFF teaM 2007/2008

Research executiveChia-Tan Yee Min Elizabeth

programme / projectChiam Weng Foo Samuel (Project Executive)Chen Yang Kiang (Senior Programme Coordinator)

executive / adminLoo-Ang Poh Ling Angeline * (Accounts Executive)Chua Soo Khim Wendy (Admin Executive) (since 5 May 08)Chau-Goh Sing Xuan Candice (Admin Assistant)Lai-Tay Soi Soi Betty (Admin Assistant)Loh-Yew Chai Yin Bessey (Admin Assistant)

Cleaning assistantsNg Ju *Sow Get Moye *Tang Hwee Luan *

* Part-time

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StaFF StRUCtURe

Executive Director

HQAssistant ManagerAccounts Executive

Admin Executive

Director

Educational Psychology

Administration

Administrative AssistantsCleaning Assistants

Educational PsychologistsCounselling Psychologists

Senior Learning Support SpecialistsLearning Support Specialists

Psychologist

Principal Social WorkersResearch Executive

Social Worker

Senior Social WorkersSocial Workers

CounsellorProject Executive

Senior Programme Coordinator

Training, Consultancy Research &Publication

Centre Director

Yishun

Centre Director

Hougang

Centre Director

Clementi

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SeRviCeS aNd pROGRaMMeS

Only at Clementi Centre *

Services and Programmes

Educational Psychology

Service

Social Work Service

Centre-based Assessment/ DiagnosisConsultationInformation

and ReferralLearning

SupportPublic

Education/ Training

Training, Consultancy, Research

& Publication

Training, Research and Publications

Consultation Service for Professionals

Seminars/ Conferences

ResearchPublication

Centre-basedCasework and

CounsellingChildren,

Pre-teens and Youth Programmes

Consultation/ Parent Hours

GroupworkGuidance

ProgrammeInformation and

ReferralPublic Education/

TrainingMentoring

Programme *Volunteer

Development Programme

Special ProjectsProject ONEOverseas

Service Learning and Community Service Project

Family Oriented Events

School-basedCasework &

CounsellingDrop-in &

OutreachGroupworkTalks/

Workshops/ Training

Preventive Programmes

Consultation for Teachers and Parents

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dONORS & paRtNeRS

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Funding agencies

National Council of Social Service / Community Chest Ministry of Community Development, Youth and Sports

Corporate donors/Sponsors

ABN AMROCapital InternationalGlobal Knowledge Network (Singapore) Pte LtdHSBC BankHSBC Insurance (Singapore) Pte LtdHong Leong FoundationJurong Town CorporationJurong Town Corporation Recreation ClubLee FoundationLions Club of Singapore MetropolitanMilk FundNational Committee on Youth Guidance and RehabilitationNational Crime Prevention Council

Contributors (Services and donations-in-kind)

ABN AMROAgilent TechnologiesCity Harvest ChurchDr Leong Chan HoongEconomic Development BoardFeng Shan Community CentreGoh Lay HongGolden VillageGlobal Knowledge Network (Singapore) Pte LtdGoldman Sachs (Asia) L.L.CHSBC BankHSBC Insurance (Singapore) Pte LtdJurong Town CorporationNational Institute of Education

National University of Singapore

National Youth CouncilNorth East Community Development CouncilPOSBShaw FoundationSembawang Shipyard Pte LtdSingapore Telecommunications LimitedSmile Club (Economic Development Board)South West Community Development CouncilSystems On Silicon Manufacturing Co Pte LtdSingapore Land AuthoritySingapore Totalisator BoardTan Chin Tuan Foundation

National Youth CouncilNee Soon Central Community ClubNee Soon East Community ClubNorth East Community Development CouncilNorth West Community Development CouncilNg SusanPOSB77th StreetSembawang Shipyard Pte LtdSingapore Exchange Limited Singapore Telecommunications LimitedSIM UniversitySouth West Community Development CouncilStarpak Management Consultants Pte LtdYokogawa Engineering Asia Pte LtdYow Cheong Pte Ltd

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partners

Ahmad Ibrahim Secondary SchoolAi Tong SchoolBartley Secondary SchoolCHIJ St Joseph’s ConventClementi Neighbourhood Police CentreClementi Town Secondary SchoolClementi Woods Secondary School

Fuchun Primary SchoolHealth Promotion BoardHoly Innocents’ High SchoolHuamin Primary SchoolKent Ridge Secondary SchoolMarymount Convent SchoolNew Town Primary SchoolNew Town Secondary SchoolNIE GESL (Group Endeavours in Service Learning) groupNUS Community Service ClubNUS SocietyOrchid Park Secondary SchoolPeixin Primary SchoolQifa Primary SchoolSchool of The Arts, Singapore (SOTA)Serangoon Secondary SchoolSingapore Chefs AssociationYishun Secondary SchoolYishun Town Secondary School

individual donors

Ang Bee LianAng Cheng KiatAng Choon HerAng Kheng ChooAssoc Prof Rebecca AngGopinath MenonHwang Soo KwoLee Cheng Cheong EdwardLeong Lai FungLong Tien KoonPorng Chai SeowSim Morene

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Raising your Family eQ

the SMp Handbook onMentoring: Friendship, Support and Guidance

a Hand to Hold

apart or a part: the Social worker’sMultiple Journeys

Systemic practice inSchool Social work

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pUBLiCatiONS HiGHLiGHtS

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“Any intelligent fool can make things bigger and more complex... It takes a touch of genius - and a lot of courage to move in the opposite direction..”Albert Einstein

Review, RepORtS,HiGHLiGHtS & MiLeStONeS

“Deep in the sun-searched growths the dragonflyHangs like a blue thread loosened from the sky.”

Dante Gabriel Rossetti

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CHaiRMaN’S StateMeNt

The recent upward spiral of food costs and other commodities, as well as inflationary pressures, are not just a cause for concern by our government and governments around the world. They are as much a concern of social workers and social service professionals here in Singapore. This is because for the poor such developments will only impoverish them further. For the working class, the immediate impact is an erosion of their income and purchasing power, and consequently more stress on family life and relationships.

As a social service organisation, our concern is about how these twin developments of rising food costs and inflation will lead to greater social exclusion of a group of vulnerable people in our midst. According to experts, “social exclusion is not just about poverty”. The causes cited, besides poverty and low income, include being out of work and economic exclusion, poor educational attendance and negative school experience, poor mental or physical health, family breakdown and poverty, crime, and living in a disadvantaged area.

At Students Care Service, our work with students does bring us into contact with many families who experience social exclusion. At the community level, we may be able to provide some degree of relief and help to this group of fellow Singaporeans through the variety of programmes and activities conducted in the school-setting and at the centre level, but we acknowledge that we cannot possibly be the only “actors” to help reduce social exclusion. It is important that government and voluntary/community organisations work hand-in-glove to ensure social inclusion of the poor, unemployed, sick, elderly, marginalised and the young who are at-risk of dropping out of school.

“ Effectively to help deal with the issues that divide and marginalise, bringing greater social inclusion ”

Gopinath Menon, PBMChairman

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We hope the various government ministries or “lead actors” involved in local human services - the Ministry of Education, Ministry of Health, and the Ministry of Community Development, Youth and Sports – will continue to work closely to review and design policies, and deliver services in a more integrated and seamless manner. This will also enable other “co-actors” and “supporting actors” such as voluntary welfare/social service/community organisations to play our part more effectively to help deal with the issues that divide and marginalise, and thereby bring about greater social inclusion of the clients that we serve.

Thank you.

Gopinath Menon, PBMChairman

“Simplicity is the ultimate sophistication”

Leonardo Da vinci

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Organisational improvement and strengthening is an ongoing process in SCS. We recognise that regular and unexciting though it may be, it is constantly on the management’s radar screen. Hence, during the reporting year, we continued to be attentive to areas such as governance, leadership, operational processes and controls, service delivery and outcome management, as well as staff training and development.

I want to particularly highlight the area of leadership, and how we have distributed decision-making across the organisation. While the traditional hierarchical model has its place and is helpful in clarifying responsibilities besides allowing for a certain level of “neatness” in decision-making, we recognise that this may not always be effective or helpful. Hence, the need to find a balance between centralisation and decentralisation.

Increasingly, we have attempted to decentralise important decisions at centre and team levels to empower our staff to respond more quickly to changes and needs on the ground. In SCS, we believe that every staff member is a leader and is expected to exercise leadership when situations on the ground call for it. Furthermore, staff members do have a voice and are given leadership roles in projects and programmes within the organisation. For instance, during the past year, Project ONE, Project X3 Overseas Community Service, and several internal professional groups were deliberately not led by senior management staff.

In creating leadership opportunities and entrusting junior staff to lead, we enable them to practise the “how” of weighing odds calmly, sometimes in uncertain environments. The twin challenges of decision-making and risk-taking inevitably stretch our staff and in this way, we help prepare future leaders by fostering a culture in which failure is not condemned, and we seek to “learn from our mistakes” as articulated in one of our core values. For us, it is as important for senior management in SCS to create an environment to nurture and “grow” leadership as it is to identify and choose the right people to lead.

In SCS, we help staff to understand that leadership roles can also be short-term or temporary. We acknowledge that such a leadership arrangement can be “troublesome” but we believe the benefits outweigh the disadvantages. We have

exeCUtive diReCtOR’S RepORt

“ We help prepare future leaders by fostering a culture in which failure is not condemned, and we seek to “learn from our mistakes” as articulated in one of our core values. ”

Morene Sim (Ms)Executive Director

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a policy whereby our Centre Directors have the option to continue on the management track or to transit back to the professional track if they so decide after a period of service. Such a swap can help our leaders to avoid burnout, a very real problem in the social service sector, and allows our professional staff to be exposed to the two tracks of service. Another advantage in treating leadership as possibly a temporary state serves to empower our staff to volunteer to lead and, consequently, this helps us to uncover previously unknown or overlooked talent.

To a certain extent, we have been successful in grooming leadership in this way during the past few years as we were able to fill leadership positions drawn from “homegrown” talent.

I wish to add that integral to staff development and the grooming of leadership is the need for professional training to enhance capability by developing core competencies and other general skills. Towards this end, each staff member undergoes, on average, at least 50 hours of training on courses such as Gestalt Therapy, Cognitive Behavioural Therapy, Narrative Therapy, Qualitative Research Methods and Analysis and Grief Management for Children and Adolescents, Volunteer Management, and Human Resource Practices and Management.

As much as we are committed to enabling our students to maximise their potential, we are also committed to maximising the potential of our staff team. Collectively, the staff team had served XXX students and their families during the past year. Pages XXX to XXX provide some highlights and achievements, as well as various aspects of our services and programmes.

In conclusion, I would like to take this opportunity to appreciate and thank the SCS Board for the guidance and invaluable support given to me during the past year, my fellow colleagues who are truly passionate to serve and are totally professional, the many dedicated volunteers who help us extend our reach and service, and the funding agencies, sponsors, donors and service partners who offer us the resources without which it would not have been possible to serve so many students and their families last year.

Thank you.

Morene Sim (Ms)Executive Director

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MiLeStONeS aNd aCHieveMeNtS

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1998 Collaborated with NUS Society, NUS and Tanjong Pagar CDC on the Student Mentorship Programme

Participated in the Guidance Programme funded by MCDS

1999 Relocated Hougang Centre from Hougang Ave 3 to Hougang Ave 10

2000 Published findings of the Research Study on “The Juvenile Shoplifting Phenomenon”

2001 Unveiled new corporate identity to better reflect our mission during a Charity Golf Tournament and Dinner on 2 March, officiated by Mr. Bernard Chen, MP for West Coast GRC

Celebrated our 25th birthday on 7 June and the celebration logo was unveiled by Chairman, RADM (RET) Kwek Siew Jin

Organised first professional seminar “Reaching Greater Heights” on 3 September. It was attended by 333 participants and provided an opportunity for policy makers, academicians, social workers and professionals to exchange ideas and experiences in the field of students’ work

Launched maiden publication “Systemic Practice in School Social Work” on 3 September by Assoc Prof Ho Peng Kee, Minister of State for Law and Home Affairs, and Chairman of the Inter-Ministry on Youth Crime. He commended SCS and said that it was “a laudable effort to document its rich experiences and share them with other professionals”

Collaborated with SPH’s Thumbs Up weekly to organise a public seminar “Entry Into Secondary One” for parents and their children in primary six on 11 November

Organised “Walk of Joy” on 18 November at Marinade Promenade Park to celebrate our 25th Anniversary with clients and their families, volunteers, donors, staff and well-wishers. The event was graced by RADM (NS) Teo Chee Hean, Minister for Education and Second Minister for Defence

1975 Pro-tem Committee was established

1976 Registered School Social Work Service Association of Singapore’s (SSWSAS) with office at Penang Lane

1977 Granted Institution of a Public Character (tax-exempt) status by Inland Revenue Authority of Singapore

1978 Organisation name changed to Students Care Service (SCS)

1983 Set up Clementi Centre at Blk 437 Clementi Ave 3.

Introduced Educational Psychology Service

Affiliated to Singapore Council of Social Service and Community Chest of Singapore

1985 Opening of Clementi Centre at Blk 437 Clementi Ave 3 officiated by the late Dr Tay Eng Soon, Minister of State for Education

1988 Hosted visit to Clementi Centre by President Wee Kim Wee

1989 Established Hougang Centre and relocated Penang Lane office to Hougang Centre at Blk 18, Hougang Ave 3. Opening was officiated by the late Dr Tay Eng Soon

1991 Expanded premises of Clementi Centre

1995 Set up Yishun Centre. The first brick-laying ceremony was graced by the Parliamentary Secretary for Law and Home Affairs and MP for Sembawang GRC, Assoc Prof Ho Peng Kee. The opening was officiated by Minister for Community Development, Mr Abdullah Tarmugi

1996 Celebrated 20th anniversary with Charity Musical Chairs project

Supported and provided physical facilities and admin support to the Dyslexia Association of Singapore for the first learning centre

1997 Partnered Autistic Association (Singapore) to pilot the Reach-Me

Project and provided its interim housing at SCS Clementi Centre

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Presented “Arms and The Man” on 8 December. The joint theatrical production with Vysion Arts Productions aimed to provide young people the opportunity to develop and showcase their potential through their creative involvement in drama

Initiated and introduced PSLE Hotline in Singapore

2002 Organised the first SCS Volunteers’ Connection

Organised the first students’ seminar “Voices and Choices” on 26 October officiated by Mr Chan Soo Sen, Minister of State, Prime Minister’s Office and Education and Ministry of Community Development and Sports

Launched book “A Hand To Hold” cum Seminar on “Children with Special Needs”, by Dr Ng Eng Hen, Minister of State for Education, and Manpower

2003 Published findings of “An Exploratory Study on Youths’ resilience and family values in Singapore” in June

Organised Professional Seminar on “Working with Students – A Systemic Approach” officiated by Mr Chan Soo Sen, Minister of State for Education, and Community Development and Sports.

Staff, Ms Esther Koh, awarded the Outstanding Social Worker Award (OSWA) for 2002

2004 Led group on School Social Work Study Trip and Conference, 13 to 24 April (United States)

Completed “Exploratory Study on “Out-of-School Youths” (OSYs), a joint research project with Singapore Anti-Narcotics Association (SANA)

Organised first “Youth Mentoring Convention: The Promise of Mentoring” on 4 September officiated by Minister for Community Development, Youth and Sports (MCYS) and Second Minister for Trade and Industry, Dr Vivian Balakrishnan.

Presented paper on “Building Social Capital Through Youth Mentoring Programme” at Global Social Work 2004 at Adelaide, Australia.

Organised the first Musical, “Project Passion: Howling Tales”

Initiated Project “O” for “O Levels Students

2005 Launched publication “Raising Your Family’s EQ”, officiated by Mayor Amy Khor, South West District.

Published “ The SMP handbook on Mentoring: Friendship, Support and Guidance”.

Staff, Mrs Wong Cher Meng, awarded the Outstanding Social Worker Award (OSWA) for 2004.

Organised the “International Conference on Inclusive Education: The School as a Caring Community” , officiated by Mr Gan Kim Yong, Minister of State, Ministry of Education from 9 to 11 November.

Organised an Overseas Service Learning Project by youths to Khao Lak, Phuket

2006 Contributed to the formation of Mentoring Partnership International and provided interim housing at SCS Hougang Centre

Co-organised first “National Symposium for School Social Work and Counselling 2000” with NCSS

Organised and presented professional seminar “Breaking Barriers, Building Bridges: Helping Youth Pursue Excellence”

2007 Launched publication “Apart or A Part: The Social Worker’s Multiple Journeys”

Organised Workshop on “Helping Self-Mutilating Clients”

Organised Overseas Community Service Project – “Project X3” by Youths to Kolap 4, Cambodia

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QUaNtitative aCHieveMeNt 2007 (based on service volume)

Social Work (SW) 2007 2006

Services/Programmes for students 21,065 30,289Consultation 324 492Counselling/ Casework (SW) 536 671Groupwork 1,659 1,265Developmental & Preventive Programmes 2,386 3,615Consultation 324 492Training 12,434 17,049

Special Programme/ Projects 3,726 7,197– PSLE Hotline - 123– Project ONE 3,712 6,994– Reading Star - 19– Project Cope - 40– Overseas Trip – Project X3 14 -– Overseas Trip: Hearts@Work - 21

Others 3,672 4,026

Enquiries 174 249Parents Served 2,201 1,926Teachers Served 444 947Other Professionals Served 157 125Volunteers 696 779

TOTAL 24,737 34,315

Educational Psychology Service (EPS) 2007 2006

Services/Programmes for students 1,177 1,259Consultation, Assessment and Casework 875 1,029Intervention Programmes (Learning) 243 219Groupwork 1,659 1,265Developmental & Preventive Programmes 2,386 3,615(previously referred as "Specialised Learning Programme") 324 492Training and Groupwork 59 11

Parents / Teachers/ Volunteers/ Professionals Served 731 525

TOTAL 1,908 1,784

Note:1. Quantitative calculation is based on the total number of service-users recorded and includes multiple-service users. The number of students served

(excluding multiple-service users) is approximately 68% (of 21,065) for Social Work and 51% (of 1,177) for Educational Psychology Service.

2. EPS contributed 7 replies to letters in 2007 for “What’s Up” newspaper, a monthly publication with a circulation of approximately 25,000.

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“The poet ranks far below the painter in the representation of visible things, and far below

the musician in that of invisible things..” Leonardo Da Vinci

Highlights of Services, Programmes and ActivitiesI. School Social Work 24

II. Guidance Programme 27

III. Developmental & Preventive Programmes 28

IV. Special Projects/Events 32

V. Casework Support Programme 34

VI . Educational Psychology Services 35

VII. Compassion Fund 38

VIII. Corporate Partnership and Volunteer Management & Development Programme 38

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HiGHLiGHtS OF SeRviCeS, pROGRaMMeS & aCtivitieS

Filled with concern over his mother’s financial position and constantly living in fear of not knowing when his father would return to threaten the family’s safety, Kei found it very difficult to concentrate on his studies. Our case worker quickly contacted and worked with a Family Service Centre that had been counselling his mother. With this combined support, his mother was able to care for Kei and the other children.

Our case worker journeyed with Kei and the family for a period of time, linking them to community resources whenever helpful and possible. Kei finally decided to return to school and attended classes regularly to study for his ‘N’ levels during the last few months prior to his examinations. He was proud of himself for having done well enough to be promoted to secondary 5. Kei finally understood the importance of education to help himself and his family in the future.

YOUTH COP (Community on Patrol)

Youth COP is a joint project by Students Care Service, Clementi Neighbourhood Police Centre and Clementi Woods Secondary School with support from the National Crime Prevention Council. Our social workers use the strength-based strategy to engage vulnerable students to increase their resilience and reduce their risk factors.

Members of Youth COP were required to undergo a selection interview, attend crime prevention talks, visit a prison, and attend other training before they could be admitted to the programme. After two months of intensive training and fulfilling the “good behaviour” condition, 25 youths (Sec 1 to 3) were officially appointed as Youth COP members at an appointment ceremony in the school. The ceremony was officiated by our Chief Advisor, Mr Eric Low, and witnessed by the school’s student population, teachers, parents, and senior personnel from SCS, Clementi Neighbourhood Police Centre, Clementi Police Division and NCPC.

As members of Youth COP, they were rostered for neighbourhood patrol duties under the guidance of the community grassroots patrol group. Other involvement by members included helping out at two community events in Clementi – Mid-Autumn Festival Celebration and the Prime Minister’s Visit to Clementi. Members of Youth COP also attended a camp and were tasked to organise the first ever “I Love CWDS” Campaign.

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i. SCHOOL SOCiaL wORK

2007 saw SCS providing school social work services to 20 primary and secondary schools 18 of which were under the MCYS STEP-UP scheme. The slew of programmes and activities conducted in the various schools included classroom groupwork, therapeutic groupwork and casework some of which are briefly described below.

L.E.A.D (Learn, Explore, Achieve & Discover)

LEAD is a group work programme carried out for Sec 3NA students in Clementi Town Secondary School. LEAD aims to facilitate the process for students to learn more about themselves, explore their strengths, achieve a measure of success, and through this programme, to discover how they can work toward achieving their goals.

Prior to joining the programme, teachers had informed that the students lacked a purpose or goal to work towards, thus affecting their motivation to study. In consideration of this concern, a ‘career showcase’ project was implemented. Students were exposed to various professionals to understand how they had chosen, and worked, toward their career goal. At the same time, the students were required to plan and implement a showcase for their fellow peers in the school.

The entire group of students fed back that it was an interesting experience to meet and interview different professionals. They also agreed that it was important to understand the different careers and 85.7% of the students agreed that it was important to select a career that they have interest in. More than 85% of the students also agreed that planning and effort were needed to complete and succeed in what they had set out to do and 100% of them indicated they would apply the knowledge and skills learnt from the group work.

Casework: Story of Kei

Kei had been skipping school regularly. He was referred by Yishun Town Secondary School to our case worker. He had expressed a desire to stop schooling so that he could work to help support his family. Kei’s mother was on the verge of divorcing his father, and there would be no source of regular income for the family.

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Youth COP won the prestigious SWCDC CSSP Gold Award and would move on to the National Award level to compete with Gold Award winners from other CDCs for the highest level of achievements in CSSP.

“Youth COP is beneficial to our students who are at-risk and vulnerable to negative peer influence. Being engaged in Youth COP has helped the students to stay clear of committing offences in school and outside. Through positive role modelling and guidance, our students have forged a strong relationship with other adults whom they look up to, outside of the school context.

One example is Ashwini, an unpolished gem. Teachers saw her leadership qualities but she was not given sufficient guidance and opportunity. This year, Ashwini bloomed. She represented the school, played an active role in the Youth Congress, and is also class vice-chairperson. Another student, Cheng San, used to be very negative and complained incessantly whenever he was assigned a job. After his involvement in Youth COP, he shared with me that he is keen to help out in the National Day celebration and hoped Youth COP could play a role in the celebration this year. This is a new attitude and spirit of volunteerism which none of his teachers expected to see in Cheng San.” Miss Lynne Chin Wey Ling, HOD Pupil Welfare (internal), Clementi Woods Secondary School

Coping With Transition

As students transit from primary to secondary school, they are required to make adjustments in the areas of learning, friends, teachers, expectations and school environment. Difficulties in adjustments can result in socio-emotional problems, under-achievements and negative schooling experience. On the other hand,.successful adjustments can lead to pupils having a more positive experience in secondary school and hence, are more ready to learn and participate in the new school environment. Towards this end, our Hougang Centre conducted Transition Programmes for pupils in Serangoon Secondary School, Bartley Secondary School, and CHIJ St Joseph’s Convent.

Some 90% of the students indicated 3.5 and above in the National Council of Social Service (NCSS)’ Programme Evaluation System (PES) satisfaction survey forms

Recognition...

and accolades

Ambassodors of crime prevention message.

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HiGHLiGHtS OF SeRviCeS, pROGRaMMeS & aCtivitieS (cond't)

The programme design included experiential group learning and individual attention. Group learning through story-telling, game of dominoes and role-playing, helped introduced concepts of puppy love, boundaries in relationships and “refusal” skills. Students were also given ample time to pen down their thoughts and problems, and receive individual responses to their questions about family, relationships and friends from our social workers. This proved to be very popular with the students as they could “safely” ask questions and discuss their problems with adults who would not judge or break their confidence. At the completion of the programme, 94% of the students who responded to a feedback survey expressed that the sessions were not only very interesting, but helpful, while 81% indicated that they found the sessions useful.

administered to them. Some comments received are: “I learn to be a team player”, and “The teamwork, groupwork, games help me discover the positive qualities about my classmates.”

Of the 299 evaluation forms collected, 75.8% indicated that there was opportunity for them to hear and share views on teenage-hood; 88% indicated that they were aware that relationships involve the whole person; 93.3% indicated that they had learnt ways to cope with stress; 88% indicated that they knew their identity is unique and 70.3% indicated that the workshop had helped them in their transition to secondary school.

The social workers were able to use one of the workshops to observe the dynamics of a Normal Technical class that could benefit from a TEAM Booster groupwork as part of the follow-up. The observations greatly helped the social workers to customise a groupwork package that was highly successful in addressing the needs of the class.

LOVE EXPRESS

This programme was conceived as part of Kent Ridge Secondary School’s ongoing efforts to reach out to teenage female students involved in boy-girl relationships. Besides being a platform for the students to experience positive relationships with caring adults, Love Express also aimed to teach them to respect, protect and care for themselves in their relationships with significant others.

LEAP (Life-skills Enhancement through Activities and Praises)

The LEAP Programme in Peixin Primary School consists of class-based sessions aimed at increasing the students’ socio-emotional knowledge and skills to manage life challenges. The 6-week programme was offered to two Primary 3 classes.

The foci of the programme for the P3 classes were: i) increasing self-awareness and ii) knowledge that everyone is

The building blocks of love

Transition Programme in St Joseph’s Convent. Students sharing what they have learnt from the workshop

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special. The knowledge and skills were imparted through a variety of activities such as games, story-telling, singing, and art and craft to help students better appreciate themselves and others.

One important aspect of our intervention was the use of praises to increase students’ motivation and confidence in their social and emotional development. Peers and facilitators praised the students for positive behavior and efforts. Furthermore, their class teachers wrote to each individual as part of positive affirmation for the students.

Casework Management

The work in this area is best illustrated through the following story.

Story of Connie

Casework management was not part of the school-based proposal with Holy Innocents’ Primary School (HIPS). However, in end 2006, HIPS referred an Out-of-School student to SCS, hoping that she would return to school and take her PSLE.

Several home visits were made by case worker. The initial stage of rapport-building was not easy as Connie was not at home most of the time or else she was sleeping. Practising flexibility, the case worker conducted subsequent home visits at night. With support from Connie’s grandmother and encouragement from case worker, Connie gradually gained the motivation to return to school.

Imparting life-skills through art & craft

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Unfortunately, before Connie could enrol in the new school which she was allocated, she became unwilling to study again due to external social influences. Regardless, the case worker continued to persevere to reach out to and encourage Connie. Over time, with the admission deadline looming close, and moved by the positive social support from the new school, Connie decided to give herself one last chance to study.

Case worker continued to support Connie with the re-admission process by accompanying her and her grandmother to school for the enrolment exercise. In efforts to encourage Connie to abide by the Code of Conduct, the case worker also bought a bottle of black hair dye for her. Connie saw this little gesture was as a tremendous motivation booster.

To the delight of the case worker and Connie’s grandmother, her attendance at her new school was regular throughout 2007 and she performed well in her studies.

“Sometimes, as case workers, we cannot predict when our clients are ready for change. However, we should be ready and available to support and encourage them whenever they need us.” (Connie’s case worker)

ii. GUidaNCe pROGRaMMe

The Guidance Programme (GP), funded by MCYS, aims to help young offenders recognise the seriousness of their crimes and equip them with the appropriate life-skills to help them overcome their vulnerability to crime. This is accomplished through individual and family counselling, groupwork, camps, and other activities.

In 2007, SCS served a total of 189 GP cases. We have specially developed an experiential learning programme for youths referred to us.

CHOICE (Choosing Healthy Options in Challenging Environments)

Last year saw our staff at our Clementi Centre developing CHOICE (Intermediate) and CHOICE (Junior) programme packages to meet the needs of the older and younger teens placed on the programme.

NO Pic From Words

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Utilising ongoing practice reflections and the findings from the research study titled “Risk and Coping: A follow-up study on youths under the Guidance Programme”, the CHOICE package was developed in 2005 as part of intervention work to complement the counselling that GP youths received. The package was very well received by participants and demonstrated positive results. Following the success of the CHOICE Package, our GP staff team then developed CHOICE (Junior) and CHOICE (Intermediate) in 2007.

CHOICE (Junior) was developed for pre-teens GP participants. The package aims to engage the pre-teens in constructive activities and enable them to make better decisions as they consider the possible consequences of their actions.

CHOICE (Intermediate) consists of 5 groupwork sessions focusing on topics such as Thrills of the Night (drugs, fights, and sex), Illegal License, Impulsivity, Myths versus Facts, Decision-making and Have Fun without Trouble. So far, feedback from participants have been very positive. Given the experiential nature of the activities, students were able to internalise and articulate what they had learnt.

The important elements present in all the three CHOICE packages are: 1) sessions must be experiential and interesting, 2) a strong emphasis on the “COOL” (Consequences and Others-Oriented Learning) framework 3) involvement of parents in the workshops and 4) family activities to bridge the generation gap as well as to enhance parent-child relationship. There have been many requests for the GP team to develop CHOICE (Advance) in the near future.

Story of Vincent

Vincent, 15 years old, was referred to SCS in 2005 to undergo the Guidance Programme. He was then mixing with bad company and was arrested by the police for committing an offence.

Through the 6 months of counselling and intervention work, our social worker worked with Vincent on his vulnerabilities and strengthened his resilience by increasing his protecting factors. Vincent learnt about the consequences of his actions and how it affected those who care for him. With the help of the social worker, Vincent worked to regain the trust and confidence of his father and step-mother, who were initially very disappointed and angry with him. Vincent eventually won them over by his actions and commitment to stay within the law. His parents were very happy to note the positive change in him.


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After successfully completing the programme, Vincent stayed on as a youth volunteer of SCS. He now helps to guide and advise other students placed on GP. His newly developed sense of responsibility, leadership and commitment to stay clear of offences led to his selection as one of the two Singapore’s representatives to attend the 1st South East Asian Children’s Conference in Manila, Philippines last November. Vincent also participated in the SCS Overseas Community Service Project at Cambodia in December.

“I’m very proud of Vincent and I’m confident he’ll grow into a responsible adult,” said his social worker.

MCYS Conference on the Rehabilitation of Youth Offenders

The conference was held on 20 - 21 November 2007. Jointly organised by the MCYS, Social Service Taining Institute and Singapore Association of Social Workers, it attracted more than 500 youth justice practitioners, policy-makers and stakeholders from around the world.

Students Care Service was one of the VWOs invited to conduct a workshop session on “GP Works! CHOICE Intervention”. Representing SCS were Mrs Wong Cher Meng and Mr Lee Seng Meng who conducted the workshop.

iii. deveLOpMeNtaL & pReveNtive pROGRaMMeS

YOUTH

All “S.T.A.R.S” Soccer Team

The team comprised 30 male participants aged 12 to 18 from low income families or are at-risk and served by our Clementi Centre. The youths were given training and opportunities to play friendly matches with other teams during the year. This sport offered them opportunities that they might otherwise not have, given their circumstances and family situations.

Through soccer, the students could spend time meaningfully by being engaged in a healthy activity. As part of the regular and intensive weekly training, students learnt the importance of discipline, responsibility, group cohesion, teamwork and support for one another at all times. The team’s name is an acronym - All Stand Tall And Remain Strong

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– that reflects the emphasis and need to learn and grow together, support each other and remain as one cohesive unit regardless of the situations. The time spent together enabled the youths to forge friendships besides receiving guidance and support from the adult volunteers and social worker in-charge.

Project ONE (O- & N-level Examinations) - SMS Buddy Support Service

The SMS Buddy Support service was an interactive messaging service for students to receive support for their exam stress-related concerns from counsellors and trained volunteers. The service ran from August to November 2007.

A total of 360 students from 10 schools sent almost 1,200 messages over the August-November period. At the same time, almost 5,000 messages of encouragement were broadcast by SCS to the students on the day before they sat for an examination paper.

Raring to cycle all night long

Overnight Cycling

A total of 47 youths and 28 adult volunteers, including 6 Social workers, participated in the overnight cycling from Bishan Park to Clementi Centre. The youths were divided into 6 small groups and led by volunteers on three different routes. It was physically gruelling but the youths enjoyed the activity. Feedback from the social workers was also positive. The activity was an opportunity for the social workers to bond with, and get to know, the youths better.

PODZ Youth Mentoring

Podz Youth Mentoring (PYM) is a community project for youths who are about to complete their rehabilitation programme with MCYS. A mentor is introduced to the youths to guide them in their transition back to the community. Students Care Service is one of the four community agencies invited to pilot this new initiative. Our Clementi Centre served a total of 35 youths in this 1st Cycle of PYM.

Typically, the youths are 15 – 19 years old due to be discharged from the Singapore Boys’ Home (SBH) and Singapore Girls’ Home (SGH). The majority had undergone 2 to 3 years’ residential stay under an Approved School Order (for juvenile offenders) or Approved Home Order (for cases of beyond parental control or child protection). Some youths

Students who used the service found it helpful and expressed their appreciation for it. Many were repeat users. The top three issues raised by the students were related to time management, examination tips and stress.

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needed good listening and conversational skills to provide support and guidance to the girls whereas the mentors at SBH struggled with the weekly conversations.

It was heartening to note that many mentors went the extra mile to support their mentees. One mentor decided to become an MCYS befriender for two years in order to provide support and tuition to the mentee who received a court order for a longer stay at the Home. Many mentors also put in extra efforts such as making home visits, visiting the youths at their workplace and maintaining contact through daily telephone calls or MSN chats. They were also keen to encourage the youths to either take on a job or continue schooling.

CHILDREN

Stop-Think-Do

Children from ages 6-9 years old begin to develop their social skills through interaction with peers in schools. However, they may at times display impulsive behaviour which affects their interpersonal relationships. Stop-Think-Do was designed to teach children on how to control and reduce their impulsive behaviour. Parents were also actively engaged to learn similar skills that their children were taught in the programme so as to reinforce their learning at home and via parental guidance.

were admitted to the homes under the Women’s Charter at parent/guardian’s request, or are deemed to be under moral danger.

The objectives of the mentoring programme are to:

• Providea sourceof social supportandconnectivity foryouths who are on their way to completing, and/or who have completed their Court Orders;

• Encouragesatisfactorycompletionof theyouths’CourtOrders; and

• Helpyouthssustaintheirgoodprogressandpreventre-surfacing or escalation of at-risk and negative behaviours after completion of their Court Orders.

Mentors were required to undergo mentor training to prepare them for the challenges ahead. Mentor support sessions to facilitate mutual sharing and support among the mentors was organized as it was critical to encourage the mentors to appreciate and persevere with the slow process of relationship-building.

When fortnightly mentoring sessions began at the respective Homes, the female youths and the male youths responded differently towards the programme. The female youths were very comfortable to talk with the mentors while the male youths were more cordial and guarded. Both sets of mentors encountered different challenges. The mentors at SGH

Mentors and staff sharing the joy of guiding youths


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Story of Johann

Johann, a 7-year old boy, was referred by the Educational Psychologist for the Stop-Think-Do programme. He often acted impulsively and tended to be embroiled in fights with his friends when challenged. He would also engage in aggressive behaviour when provoked by his younger brother.

After attending the programme, his mother observed changes in Johann’s behaviour. According to his mother, Johann

became less impulsive and aggressive. An example that his mother quoted was a party which Johann attended. He was challenged by his friends to a fight. Instead of responding impulsively, Johann remained calm and collected. He was able to tell his friends that he did not want to fight and then walked away.

Apart from the effectiveness of the programme, the active involvement of Johann’s mother in the programme had also contributed to Johann’s improved behaviour. His mother faithfully attended all the parents’ sessions and conscientiously practised the skills taught in the programme at home.

“This is a good programme offered at an affordable rate I hope that it can be run for more children.” (Johann’s mother)

Reading Stars (RS)

The Reading Stars (RS) programme was piloted in July 2006 at Yishun Centre following the successful initiative in Hougang Centre which was implemented as a collaborative project with HSBC to benefit 22 children last year. The same programme in Yishun Centre benefited 41 children and is a collaboration with the NUS Community Service Club.

The feedback obtained from children of both centres was very positive. All the children indicated that they enjoyed the programme and looked forward to every session. Besides reading skills, the children also learnt social skills such as listening attentively, turn-taking during activities, speaking politely to friends and teachers and following instructions.

Encouraging feedback from the parents and the volunteers were also received. The parents strongly agreed that the programme was beneficial and had met the needs of their children. They fed back that the activities during the social circle time had helped to develop interpersonal and social skills for their children while the guided reading had helped the children to improve their reading ability.

Each week, the volunteers practised consistency in managing the children’s behavior. They made efforts to reinforce the positive behaviour of each child by giving immediate affirmation and rewards during the activities. The volunteers themselves said that they enjoyed their volunteering experience as they believed that they had made a difference in the lives of the children.

One balloon, so many kids, how?

Bonding time for parents and their children

See! We built these

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Reflection of a volunteer serving Reading Stars

“Many think that children do not know about appreciation, but I received a Happy Teachers’ Day card. Although the language wasn’t perfect, it was the child’s thoughtfulness that touched me.

Coaxing shy children to open up is not an easy task. Some really do show improvement. I love observing how the children talk to one another and I am happy to see them reminding one another about the 5 golden rules. I hope that every child could bring home at least one new word they have learnt within that short 40 minutes and let the words stay with them for life. At the end of the day, I hope every child will step out of the centre having gained a new experience from the programme.” (Huimin, NUS,CSC, Chairman of the Reading Stars Programme at Yishun Centre)

Little stars of Yishun Centre!

Reading Stars children – all eyes and ears!


iv. SpeCiaL pROJeCtS/eveNtS

Book Launch of “Apart or A Part: The Social Worker’s Multiple Journeys”

Students Care Service fifth book publication – “Apart or A Part: The Social Worker’s Multiple Journeys” – was launched by Ms Ang Bee Lian, CEO of National Council of Social Service, on 24 August 2007.

This book is a compilation of seven stories by seven present and former Students Care Service social workers on their multiple journeys as they work with their respective clients.

“Honest reflections from truly dedicated social workers. A must-read for all who care enough about others to reach out, understand, touch and be touched … I was touched by every story which to me drove home the need for us as helping professionals to suspend our judgment, and be fully present in order to fully understand, and thus, be of help to another.”

Assoc Prof Vilma D’RozarioNational Institute of Education

Workshop on “Helping Self-Mutilating Clients”

The Workshop on “Helping-Mutilating Clients” was supported by the Health Promotion Board (HPB) on 24 August 2007. The target number of participants exceeded expectations, indicating the strong interest in this topic which was accurately identified.

The sharing by former students of Students Care Service was both courageous and insightful, contributing to the success of the workshop.

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National Youth Council- NYGR’s Youth Congress Equipping Workshop on Theft

The Youth Congress aimed to empower youths by increasing their awareness of youth crime issues and training them to make a difference in the lives of their fellow peers. The Youth Congress adopted a three-phase approach to prepare the youths to be a positive and effective influence among their peers.

Twelve schools were selected to send a team each of 12 students to participate in this Congress. Clementi Centre, in collaboration with Clementi Woods Secondary School, mentored a team to work on crime prevention and they came up with a self-designed and produced card game titled ‘Theftation’ which eventually won the Most Innovative Award from NYC.

Students Care Service was also recognised by NYC for its expertise in addressing youth theft issues, and our social workers were invited to conduct anti-theft workshops for the student participants on 3 September 2007.

Project X³: Xtraordinary Youths Going the Xtra Miles to Xperience Change

Project X³ is an overseas community project involving youths from the 3 centres. It aims to provide youths with a unique and transforming experience. From 4 to 18 December 2007, 15 youths and 13 adults embarked on a journey with one goal – to make a difference to the children residing in Kulap 4, an orphanage in Cambodia.

With the help of the local people, the team built a volleyball court for the orphanage, and created a vegetable patch so that the residents could grow their own vegetables and be self- sufficient. English lessons planned by the team were also conducted for the children and youths in Kulap 4.

“A trip which made me change in some way during the 3 days! The children in Kulap 4 taught me many things that I can’t learn in S’pore.” (17 yr old female student)

“This is the end of my journey but is not the end of my memory and it will stay all of my life.”(17 yr old male student)

Bringing joy to the orphans

Bringing relief to children working in a rubbish dump

Building a volleyball court

Kulap here we come!

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Andrew’s touching comments

Story of Andrew

Andrew was referred for counselling under GP. At the end of six months, his social worker noticed some improvement in his behaviour and attitude. However, his social worker also reflected that Andrew could do with more guidance beyond GP as he was still susceptible to negative peer pressure.

Thus, his social worker decided to place him on Project X³ with the hope that he would be able to experience some changes and learn life skills to management himself and set goals.At the beginning of the project, Andrew sneaked out of the hotel at night with two other youths. This was discovered and all three were disciplined. Initially, Andrew was very resistant and reacted defiantly. After he was given time to reflect on his behaviour, he was more receptive towards reasoning. He apologised for his behaviour and after that incident, things turned out well for him.

During the trip, his social worker had also challenged him to smoke less each day. He promised to try his best and put in effort. He gradually managed to reduce to two sticks a day and there was one day when he was able to control his habit and did not smoke at all.

During one of the debrief sessions while in Cambodia, Andrew shared some insights and wrote that “in life, people tent (sic) to want to get first in everything… but, that is not the point. If you think that you had tried your best, it is the truest in your heart.” This showed his maturity and it touched everyone present.


Andrew was fortunate to have a mentor who patiently reasoned with him and challenged his potential. This constant and caring adult figure acted as a role model for Andrew as he did not have a close relationship with his father. After his return from the project, Andrew continued to meet his mentor and showed more improvements in his behaviour and attitude. In response to his request, his mentor also tutored him.

v. CaSewORK SUppORt pROGRaMMe

Befriending and Tuition

Some 14 students on the casework support programme received additional help on befriending and tuition. The programme is supported by the NUS Community Service Club (CSC) with 11 NUS undergraduates taking on the role of befrienders under this programme. Another 7 tutors comprising undergraduates and working adults helped to provide academic support to the students. Prior to their service, befrienders were required to attend training to prepare them for the role. During the year, several activities were organised for the befrienders-befriendees and these included bowling, Mid-Autumn Festival Celebration and New Year’s Eve Countdown.

Some comments from our befrienders:

“the training gives me useful insights into some of the things that youths like to do these days…” (A befriender)

“When we had finished our dinner, we started to share about our expectations, in regard to BGR. It was indeed a rare moment for all of us, and every one of us shared about what we look for in a relationship partner. I was touched when the youths opened up to share to us; I felt that they were becoming more mature by the day, and that moment really taught me to treasure their teenage years and what they had to offer” (Kaiting, befriender)

“It was indeed a golden opportunity for us to work together, and more so an eye-opener for me, as I witnessed leadership skills from my befriendee. I felt a surge of pride when I saw how the youths in our group actively gave suggestions as to what the next clues may be (Amazing Race)…” (Yi Xin, befriender)

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Word Play session

Audiblox programme

Earobics Programme

Read with Me Programme - Big group activityGraduating from the Read with Me Programme

vi . edUCatiONaL pSyCHOLOGy SeRviCeS

Specialised Learning Support Programme

Our Specialised Learning Support Programme (SLSP) for kindergarten and lower primary students, continued to see enhancement in methodology to raise the students’ literacy. Besides, components such as Reading, Spelling, Writing, Comprehension, building vocabulary and oral language expression, the programme also used the Audiblox system and other software such as Earobics and related educational materials, to develop cognitive processing skills -auditory processing, auditory and visual short term memory, visual and verbal sequencing, concentration, attention, visual perception and listening. The SLSP served a total of 142 students across the three centres last year.

Read With Me Programme

The Read with Me Programme entered its 5th year in 2007 for preschoolers. The programme aimed to inculcate a love for learning and reading through a variety of activities involving the different senses (i.e seeing, listening, speaking , moving). Over the years, it has received a strong approval rating from parents and their children as they enjoyed the hands-on experiences and interesting themes such as my body, colours, fruit, animals, and safety. Games, songs, puzzles, charts and cards, big book sharing, worksheets and touch and feel activities help provide a variety of activities to keep the little mind and body engaged and curious. The programme also aims to empower parents to provide continued support to the child be it through reading activities, encouragement or guidance.

NO Pic From Words

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Training and Workshops for Staff

A half-day “Personality Puzzle” Workshop (based on the 4-quadrant personality types of Sanguine, Choleric, Melancholic and Phlegmatic) was conducted for 17 staff members. The objective was to equip participants with knowledge and skills to use the “Personality puzzle” tool to work with parents, teachers, students and individual clients in the school or centre. Feedback from staff indicated that they had benefited from the knowledge acquired on how different personalities could work collaboratively, and how understanding the different types could help individuals adjust responses to other personality types. They also gained information on how to support and help improve the parent-child relationship.

A half-day “Experiential Story-Telling” workshop was conducted for 16 staff members. It aimed to impart knowledge on voice play, reading aloud, story-telling skills and extension activities that social workers/ programme staff could utilize to engage students in group work activities. Feedback from staff indicated that they had benefited from the many tips in carrying out story-telling activities, from technical details to aspects such as self-preparation and application of stories. They enjoyed the enthusiasm of the trainers and the hands-on experience of the workshop. Social workers who attended were able to bring away with them some practical tips to incorporate similar activities in their group work programmes.

Dazzle and Delight Language Camp for Students

In addition to core programmes, the EPS also conducted other holiday learning and enrichment programmes. One of these was the “Dazzle and Delight” Camp. This intensive two-day language camp was piloted to provide opportunities for our children to enjoy and express themselves through stories, poems, tongue twisters, and songs, and to explore the use of language and their voices. The camp encouraged individual, as well as group performances, to build confidence in expressive language and public-speaking. It was organised in June and November for a total of 50 children from all three centres. Judging from the response of the children during the camp, as well as feedback from volunteers, it was an enriching experience for the children as they rarely had opportunities to showcase their non-academic abilities, and to enjoy language activities.

Welcome to magicland!

Time to dazzle and delightInternal Staff training - Story Telling Workshop


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Training for Parents

Parents play an important role in the progress of the students in the development of their learning and literacy. Hence, when the students were attending EPS programmes, parent support groups, meet the parents sessions and workshops were held to engage parents, impart knowledge and skills to parents and highlight the importance of their role. As an example, a Maths workshop, focusing on Basic Numeracy, was conducted to equip parents with knowledge and skills to teach basic numeracy concepts to their K1 children. This parent-child workshop involved parents practising skills to teach their children with guidance from staff. A second Maths workshop aimed at equipping parents with knowledge and skills to prepare their K2 children for primary one, as well as familiarising them with concepts from the Primary one 1st Semester curriculum, was conducted in December. Many parents who thought they could not help in any way to teach their child Maths concepts realised that they could carry out many concrete daily activities that help to develop understanding of concepts as Addition and Subtraction, Time, Money and Number bonds.

Training for Service Providers and other Professionals

A total of 13 external workshops and talks on various topics were conducted in 2007 of which 5 were on the topic of “Understanding and Working with Children with Special Needs” given to Ai Tong School teachers, members of the School Social Work Chapter and Chen Su Lan Methodist

Maths Workshop for Parents

Children’s Home. It was observed that there was an increased recognition on the need to gain a repertoire of skills to work with children with special needs in the mainstream setting, and to help them integrate into the school system. Participants were particularly interested in the practical framework, strategies and materials they could use when working with students with special needs such as those with Attention Deficit /Hyperactivity Disorders, Autism Spectrum Disorders and Dyslexia. It was also noted that the participants valued the opportunity to come together to share ideas, learn from each other’s experiences, and work together to develop different approaches and strategies to help this group of students.

Feedback From Parents

“My children have improved and are finding that learning can be a lot of fun”---Mdm Tan, Mother of two primary school boys

“…patience and love and a conducive environment…..these are the ingredients that have helped special kids like my child to learn and read the correct way. Most importantly, my child now feels happy and looks forward to go to the Centre” --Mdm Yong, Mother of 8- year old girl

“ I found useful the ways to deal with the difficulties, I get proper advice and tips from the teacher and I think it is the warm and positive approach that makes the kids feel comfortable.”- Mdm. Zubaidah, Mother of 8-year old boy

“The meeting sessions initiated by staff-in-charge. This enables both parents and SCS teacher to better able to help child in the areas he needs support not only in his studies but overall well-being e.g. emotionally & behaviour-wise.” - Mrs Tan, Mother of 8-year old boy

“The Read with Me Programme has helped to stimulate my child’s interest in reading and stimulate her 5 senses.”- MdmLim, Mother of 10 yera-old child

“The programme has help him understand his English vocabulary and learn basic manners and appropriate ways to relate with others.”--Mrs Ho, Mother of 10-year old boy.

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vii. COMpaSSiON FUNd

The Compassion Fund (CF) is a joint project of Milk Fund and Students Care Service started in April 2006. The CF is a crisis response fund set up to help students whose families are in crisis arising from the death of a breadwinner, sudden illness, or a serious accident.

CF aims to give timely assistance so as to prevent the crisis from causing a student’s family to spiral into debt, poverty or other chronic family problems. Besides the financial aspects, other support services like counselling are also available to families that require it. Other partners of the CF are the Counselling and Care Centre and the HELP FSC.

The MILK Fund funds the entire programme while SCS on its part, is responsible for managing and operating the programme, ensuring that professional services are available to the students and families, and housing and supervising the staff of the programme. The CF started with a part-time senior social worker to process the applications and provide professional support services. Applications are jointly approved by Milk Fund and SCS.

A review of the Compassion Fund was carried out in July to look into the various aspects of operations and propose improvements. Some suggestions included a programme evaluation, enhancing operating processes, strategies on publicity, and the need for additional manpower. All these were acted on during the third and last quarter of the financial year.

During the reporting year, the CF served 27 students and their families. Below is a client’s story.

A Client’s Story

Jane’s father had committed suicide and her family situation was made known to CF when her teacher made the referral. Besides, having to deal with the death of her husband, Jane’s mother, Mdm. Fay, also had to take care of her intellectually disabled adult daughter, Lina.

Mdm. Fay was emotional when she talked about her concerns over the future of her daughters. She badly wanted

Lina to be independent, and she worried about the teenage Jane getting into trouble even though she was doing well in school. Mdm Fay’s stress also strained the relationship with Jane. She felt pressured by many concerns in addition to financial worries and she had no one to talk to.

AS CF staff worked with the family, Mdm Fay began to understand that Jane still needed her and her time. Jane also made it a point to share with her mother where she went after school and who she was out with. Mdm. Kay realised that her anxiety over Jane’s schooling and behaviour was a reflection of her strong concern and desire to protect Jane from harm. Even though the stress was overwhelming at times, she could tell the worker that what sustained her was the will to be around for her daughters.

While she was initially overwhelmed by the loss of her husband, she is now adjusting to her new role as a single parent, and she has found courage to seek employment besides creating a new balance in her family.

VIII. CORPORATE PARTNERSHIPS AND VOLUNTEER MANAGEMENT & DEVELOPMENT PROGRAMME

2007 saw many partnerships for programmes and sponsorships for special activities that benefited our children, youths and their families of all three centres. We had opportunities to work with Junior Colleges, NIE GESL, SMU groups and other corporations such as HSBC, JTC, Agilent Technologies, EDB Smiles Club, ABN Amro Bank, Sembawang Shipyard, SLA, Lions Club of Singapore Metropolitan, Singapore Chef Association and POSB. These collaborations brought in many new ideas, resources and value-added services to SCS. We acknowledge the invaluable contributions from all our partners and appreciated their commitment to work with us.

The enthusiasm and support of our partners is a constant reminder to us to work towards our goals and continue to reach out to our students and their families. Our partners had become an integral part of our organisation, serving alongside us to meet the needs of the community. In the process, many friendships had been built and they would remain dear to us.

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Children engrossed in creating designs during Domino Challenge 2007 organised by NIE GESL group

AJC volunteers teaching origami to children

Volunteer from Singapore Chef Association teaching children to decorate their cakes

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Last year, ABN Amro Bank moved from supporting the youth work of Hougang Centre to all 3 centres of SCS. This decision was extremely helpful in building a more sustainable partnership between a non-profit and commercial organisation.

A closer working relationship was fostered between ABN Amro and SCS. This in turn provided opportunities to maximise our youth’s potential through four major activities -Amazing Race (19 May 2007), Project ONE Edu-Seminar for “O” and N levels students (7 July 2007) , Young Social Entrepreneurs and Bazaar (1 September 2007), and Shining Stars Concert (24 November 2007)

These four events were well thought through, and catered to the varied interests of the youths encompassing sports, education, entrepreneurship, and music and dance.

ABN Amro Bank’s strong partnership was recognised and acknowledged by the National Volunteer and Philanthropy Centre when the bank was awarded the “Corporate Citizen Award for Volunteerism” in 2007. This award honours corporations that have set excellent benchmarks in encouraging the spirit of giving and serving in Singapore. We congratulate the management and staff of ABN Amro Bank and thanked them for their strong support!

NO Pic From Words NO Pic From Words

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The annual SLA Dinner and Dance on 1 September was an evening to remember for the students. During the sumptuous Chinese dinner, our former student, Samantha, crooned a heart-rending number for the audience, who responded appreciatively by clapping their hands. The youth also belted out a Korean song. The memorable evening ended with a variety of interesting games and performances.

9 June was the day when our students and their families were treated to the “Duck Tour cum DHL Balloon ride”. Sponsored by the Smile Club of EDB, they traveled on the balloon to enjoy the feeling of being on “Top of the World” and get a bird’s eye view of the beautiful city. The students and their families also had a fabulous time relishing the many sights from the “Duck” excursion. It was a memorable experience indeed!

Christmas was celebrated with Sembawang Shipyard on 22 December. The day began with a lively and outstanding performance by our youths. They entertained with their passionate singing and their energetic dance choreography. What really thrilled the students was the appearance of Santa Claus. All in all, there was a great sense of camaraderie, merriment and everyone enjoyed the celebration thoroughly.

ABN Amro Volunteers guiding our youths to complete the ABN Amro Amazing Race

The Shining Stars Concert 2007


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“Courage is the first of human qualities because it is the quality which guarantees all others.”Winston Churchill

Financial Report for the financial year ended 31 March 2008

“He is considered successful in our day who gets more out of life than he puts in. But a man of value will give more than he receives.”

Albert Einstein

42 Statement by the Board43 Auditors' Report to the Board of Students Care Service45 Statement of Income and Expenditure 46 Statement of Changes in Accumulated Funds47 Balance Sheet48 Cash Flow Statement49 Notes to the Financial Statements

42

StateMeNt By tHe BOaRd

In our opinion, the accompanying balance sheet, statement of income and expenditure, statement of changes in accumulated funds and cash flow statement together with the notes thereto are drawn up so as to give a true and fair view of the state of affairs of STUDENTS CARE SERVICE as at 31 March 2008 and of the results, changes in accumulated funds and cash flows of the Society for the year ended on that date.

On behalf of the Board,

Mr Gopinath MenonChairman

Mr Edward Lee Cheng CheongHon. Treasurer

Ms Morene Sim Sock NgeeExecutive Director

9 May 2008

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aUditOR’S RepORt tO tHe BOaRd OF StUdeNtS CaRe SeRviCe

We have audited the accompanying financial statements of STUDENTS CARE SERVICE as set out on pages 5 to 21, which comprise the balance sheet as at 31 March 2008, and the statement of income and expenditure, statement of changes in accumulated funds and cash flow statement for the year then ended, and a summary of significant accounting policies and other explanatory notes.

Management is responsible for the preparation and fair presentation of these financial statements in accordance with the provisions of the Societies Act, Chapter 311 and Singapore Financial Reporting Standards. This responsibility includes :

(a) devising and maintaining a system of internal accounting controls sufficient to provide a reasonable assurance that assets are safeguarded against loss from unauthorised use or disposition; and transactions are properly authorised and that they are recorded as necessary to permit the preparation of true and fair profit and loss accounts and balance sheets and to maintain accountability of assets;

(b) selecting and applying appropriate accounting policies; and

(c) making accounting estimates that are reasonable in the circumstances.

Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with Singapore Standards on Auditing. Those Standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditors’ judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditors consider internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

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aUditOR’S RepORt tO tHe BOaRd OF StUdeNtS CaRe SeRviCe (cond't)

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.

In our opinion :-

(a) the financial statements are properly drawn up in accordance with Singapore Financial Reporting Standards so as to give a true and fair view of the state of affairs of the STUDENTS CARE SERVICE as at 31 March 2008 and the results, changes in accumulated funds and cash flows of the Society for the year ended on that date; and

(b) the accounting and other records required by the regulations enacted under the Societies Act, Chapter 311, to be kept by the Board have been properly kept in accordance with those regulations.

On behalf of the Board,

Robert Tan & Co.Certified Public AccountantsSingapore

9 May 2007

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StateMeNt OF iNCOMe & expeNditURe For the year ended 31 March 2008

Note 2008 2007 $ $

INCOME Donations under NCSS Central Fund Scheme 162,563 286,837 Other donations – 385,623 Centre-based income 322,830 423,525 Training income 46,921 35,143 School social work income 281,683 341,096 SDF/VCF grants 270 3,929 Miscellaneous income 7,250 9,445 821,517 1,485,598

Less : EXPENDITURE Employee benefits 4 1,957,107 1,815,272 Depreciation 20,193 96,076 Other operating expenses 258,282 432,171 2,235,582 2,343,519

OPERATING DEFICIT (1,414,065) (857,921)

Bank interest income 49,550 34,811Community Chest Funding 5 - Initial Budget Allocation 1,708,909 1,499,626 - Under/(over) funding 136,868 (136,868) SURPLUS FOR THE YEAR 6 481,262 539,648

Surplus/(deficit) allocated to:

General Fund 11,699 11,141Community Chest Fund 347,661 20,568Y’s Men’s Club (Beta Chapter) Scholarship Fund 1,343 1,258Asset Enhancement Fund 3,182 381,558Financial Aid Fund (1,340) (2,122)Other Programmes Fund 118,717 127,245 481,262 539,648

The attached notes to financial statements form an integral part of these financial statements.

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StateMeNt OF CHaNGeS iN aCCUMULated FUNdS For the year ended 31 March 2008

Y’s Men’s Club Community (Beta Chapter) Asset Financial Programme Other General Chest Scholarship Enhancement Aid Development Programmes Fund Fund Fund Fund Fund Fund Fund Total $ $ $ $ $ $ $ $

As at 31.3.06 444,551 42,408 52,033 242,514 86,794 10,414 831,403 1,710,117 Surplus/(deficit) for the year 11,141 20,568 1,258 381,558 (2,122) – 127,245 539,648 Usage of Fund for the year – – – – – (8,262) – (8,262)

As at 31.3.07 455,692 62,976 53,291 624,072 84,672 2,152 958,648 2,241,503 Surplus/(deficit) for the year 11,699 347,661 1,343 3,182 (1,340) – 118,717 481,262

As at 31.3.08 467,391 410,637 54,634 627,254 83,332 2,152 1,077,365 2,722,765

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BaLaNCe SHeet As at 31 March 2008

Note 2008 2007 $ $

ASSETSNon-current assetsRenovations & equipment 7 53,437 61,012

Current assetsTrade debtors 8 84,959 147,148

Sundry deposits, prepayments & other debtors 9 28,351 24,507Fixed deposits 10 1,829,173 1,104,597Cash & bank balances 1,014,057 1,385,185 2,956,540 2,661,437

Total assets 3,009,977 2,722,449

FUNDS AND LIABILITIESFunds and reserves General Fund 11 467,391 455,692Community Chest Fund 410,637 62,976Y’s Men’s Club (Beta Chapter) Scholarship Fund 54,634 53,291Asset Enhancement Fund 627,254 624,072Financial Aid Fund 83,332 84,672Programme Development Fund 2,152 2,152Other Programmes Fund 1,077,365 958,648 2,722,765 2,241,503

Current liabilitiesTrade creditors 12 287,212 480,946

Total fund and liabilities 3,009,977 2,722,449


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CaSH FLOw StateMeNt For the year ended 31 March 2008

2008 2007 $ $

CASH FLOWS FROM OPERATING ACTIVITIESSurplus for the year 481,262 539,648Adjustments for : Depreciation 20,193 96,076 Bank interest income (49,550) (34,811) Equipment written off - 806

Operating surplus before working capital changes 451,905 601,719Decrease/(increase) in trade debtors 62,189 (33,736)Increase in sundry deposits, prepayments & other debtors (3,844) (15,044)

(Decrease)/increase in trade creditors (193,734) 83,867

Cash generated from operations 316,516 636,806Interest received 49,550 34,811

Net cash from operating activities 366,066 671,617

CASH FLOWS FROM INVESTING ACTIVITIESPurchase of equipment (12,618) (27,059)

Net cash used in investing activities (12,618) (27,059)

CASH FLOWS FROM FINANCING ACTIVITIES Decrease in Programme Development Fund - (8,262)

Net cash used in financing activities - (8,262)

NET INCREASE IN FIXED DEPOSITS, CASH & BANK BALANCES 353,448 636,296 FIXED DEPOSITS, CASH & BANK BALANCES AT BEGINNING OF YEAR 2,489,782 1,853,486

FIXED DEPOSITS, CASH & BANK BALANCES AT END OF YEAR 2,843,230 2,489,782


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NOteS tO FiNaNCiaL StateMeNtS For the year ended 31 March 2008

1. GENERAL

Students Care Service (Society) is registered with the Registrar of Societies and affiliated to the National Council of Social Service (NCSS). The Society is supported and partly funded by the Community Chest. The registered office of the Society is at Block 463 Hougang Avenue 10, #01-964, Singapore 530463.

The financial statements are authorised for issue by the Board on the date stated on the Statement by the Board on page 2.

The principal activity of the Society is to provide social services to enable students to attain their maximum potential.

2. SIGNIFICANT ACCOUNTING POLICIES

(a) Basis of accounting

The financial statements of the Society, which comply with Singapore Financial Reporting Standards (FRS) including Interpretations of FRS, are expressed in Singapore dollars.

The financial statements of the Society have been prepared under the historical cost convention and the fair values of financial assets and liabilities approximate their carrying amounts recorded in the financial statements.

During the year, the Society adopted, where applicable, the new or revised FRS and Interpretations to FRS (INT FRS) that are effective for the current accounting period. The adoption did not result in any change in accounting policies. For new FRS and INT FRS that are not yet mandatory, there is no impact on the financial statements.

(b) Accounting estimates and judgements

The preparation of financial statements in conformity with FRS requires management to make judgements, estimates and assumptions that affect the application of policies and reported amounts of assets, liabilities, income and expenses. The estimates and associated assumptions are reviewed on an on-going basis and are based on historical experience and various other factors that are believed to be reasonable under the circumstances, the results of which form the basis of making the judgements about carrying amounts of assets and liabilities that are not readily apparent from other sources. These estimates and assumptions are not expected to have a significant risk of causing a material adjustment to the carrying amounts of assets and liabilities within the next financial year.

(c) Revenue recognition

(1) Donation income Donations are recognised on a cash basis. Cash contributions for capital expenditure are subsequently

allocated to Asset Enhancement Fund. (2) Other income Income other than donations and expenditure are taken up at fair value on an accrual basis.

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2. SIGNIFICANT ACCOUNTING POLICIES (cont'd)

(d) Depreciation

Depreciation is calculated on the straight line basis to write off the cost of the assets over their estimated useful lives as follows :-

Renovations - 5 years Furniture, fittings and equipment - 5 years

The carrying amounts of renovations and equipment are reviewed for impairment at each balance sheet date. Impairment loss or reversal of impairment loss recognised in prior years is recorded in the income statement.

The useful lives and residual values, if not insignificant, are re-assessed annually. Fully depreciated assets are retained in the financial statements until they are no longer in use.

(e) Government grants & subsidies

Grants and subsidies from the government are recognised at their fair value where there is reasonable assurance that the grant/subsidy will be received and all attaching conditions will be complied with. When the grant or subsidy relates to an expense item, it is recognised as income over the periods necessary to match them on a systematic basis to the costs which it is intended to compensate. Where the grant or subsidy relates to a depreciable asset, the grant is recognised in the income statement over the life of the depreciable asset by way of a reduced depreciation charge through the reduced carrying amount of the asset.

(f ) Trade and other receivables Trade and other receivables are classified and accounted for as loans and receivables under FRS 39 and are

initially recognised at invoiced values and, where applicable, subsequently measured at amortised cost using the effective interest method except that short-duration non-interest bearing receivables are not usually re-measured unless the effect of imputing interest would be significant. An allowance is made for uncollectible amounts when there is objective evidence that the Society will not be able to collect the debt. Bad debts are written off when identified.

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2. SIGNIFICANT ACCOUNTING POLICIES (cont'd)

(g) Trade and other payables Trade payables are initially recognised at invoiced values or amounts estimated to be payable and are not

usually re-measured as their settlement is short-term.

Other payables refer to other borrowings and are initially recognised at amounts received and subsequently measured at amortised cost using the effective interest method, where applicable. Gains and losses are recognised in the income statement when the liabilities are discharged or cancelled or expired as well as through the amortisation process.

(h) Employee benefits

Defined contribution plan The Society contributes to Central Provident Fund (“CPF”), a defined contribution plan regulated and managed

by the Singapore Government. The Society’s obligation in regard to CPF is limited to the amount it has to contribute to it. CPF contributions are recognised as an expense in the same period as the employment that gives rise to the contributions.

3. INCOME TAX

The Society has been gazetted as an institution of a public character under Section 37(2)(c) of the Singapore Income Tax Act and its taxation is governed by Section 13M of the Act whereby any surplus of income over expenditure for a financial year is not taxable where expenditure for the year exceeds 80% of income received.

4. EMPLOYEE BENEFITS 2008 2007 $ $

Wages & salaries 1,709,722 1,598,449 Provident fund contributions 227,037 198,328 Skill development levy 1,668 2,924 Other benefits 18,680 15,571 1,957,107 1,815,272

Employees' remuneration for the year were in the following range;

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4. EMPLOYEE BENEFITS (cont'd)

2008 2007 $ $

$125,001 and above Nil Nil $100,001 to $125,000 1 1 $75,001 to $100,000 1 1 $50,001 to $75,000 7 6 $50,000 and below 36 37

The Board did not receive any remuneration during the year.

5. COMMUNITY CHEST FUNDING 2008 2007 $ $

Initial Budget Allocation 1,708,909 1,499,626 Current year writeback/(adjustment of overfunding) [see note below] 136,868 (136,868) 1,845,777 1,362,758

The overfunding adjustment relates to the excess of the initial budget allocation received from NCSS over the

qualifying expenses incurred under the NCSS funding programme and such adjustment was recorded as liability to NCSS.

With effect from budget year 2008/2009 the Society became one of the pioneer VWO's under the NCSS Outcome Funding Agreement. Under this scheme NCSS will only adjust funding based on actual musters at the end of the funding year and not on the basis of actual income/expenditure against the budgeted quantum for the programme. Accordingly NCSS has waived the FY 2006/2007 overfunding adjustment resulting in its reversal in FY 2007/2008 as above.

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6. SURPLUS/(DEFICIT) FOR THE YEAR

FUNDED BY COMMUNITY CHEST Educational 2008 2007 Psychology Clementi Hougang Yishun Total Total Headquarters Service Centre Centre Centre Funded Funded $ $ $ $ $ $ $ Income Donations under NCSS Central Fund Scheme : – Community Chest Donation – – – – – – 600 – Other Donations – – 6,035 5,300 3,555 14,890 5,041 Centre Based Income – Programme fees – 24,982 1,589 1,561 2,504 30,636 31,406 – Consultation – 9,504 872 1,625 1,279 13,280 14,438 School Social Work – – 35,106 43,278 87,336 165,720 191,570 SDF/VCF Grant – – – 90 180 270 3,137 Singapore Telecom Sponsorship Scheme (STSS) – – 540 540 540 1,620 1,620

Total Income – 34,486 44,142 52,394 95,394 226,416 247,812 Expenditure Expenditure on Manpower : Salaries 105,391 230,837 233,972 242,750 240,354 1,053,304 975,694 Employer’s CPF & SDL 20,050 39,740 39,908 36,297 42,448 178,443 152,100 AWS/Variable Bonus Performance Bonus 41,966 73,974 57,348 55,963 55,862 285,113 239,215 Staff Welfare/Benefits 3,428 2,930 1,582 2,459 1,887 12,286 9,662 Medical Benefits 110 259 220 230 160 979 1,257 Dental Benefits 93 202 209 147 250 901 661

171,038 347,942 333,239 337,846 340,961 1,531,026 1,378,589

Depreciation 240 671 2,298 2,707 1,645 7,561 5,932

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6. SURPLUS/(DEFICIT) FOR THE YEAR (cont'd)

FUNDED BY COMMUNITY CHEST Educational 2008 2007 Psychology Clementi Hougang Yishun Total Total Headquarters Service Centre Centre Centre Funded Funded $ $ $ $ $ $ $ Other Operating Expenses Staff Training & Development 576 1,220 3,500 3,181 2,915 11,392 13,463 Rental of Offices – 3,301 12,531 5,705 11,521 33,058 32,548 Rental of Equipment – 1,045 3,247 3,136 3,136 10,564 10,359 Utilities – – 8,831 11,503 6,807 27,141 24,716 Communications 563 – 2,870 3,281 3,080 9,794 8,567 Maintenance - Land & Building 417 – 663 1,364 1,014 3,458 3,079 Maintenance - Equipment 928 – 2,787 1,293 1,880 6,888 14,830 Insurance 4 – 316 284 284 888 888 Supplies & Materials 4,799 33 20,620 22,123 15,732 63,307 78,337 School Social Work – – – – – – 7,922 Transport 2,334 206 965 567 1,360 5,432 6,382 Volunteer Department 1,404 320 2,362 2,488 2,144 8,718 2,590 Professional Fees & Services 2,625 – – – – 2,625 2,625 Bank Charges 134 – – – – 134 84 Recruitment Expenses 487 129 233 – 233 1,082 2,673 Public Education Expenses 5,136 – – – – 5,136 4,100 Disposal of Equipment – – – – – – 806 Subscription/Membership fees 173 – – – – 173 –

19,580 6,254 58,925 54,925 50,106 189,790 213,969

Total Expenditure (190,858) (354,867) (394,462) (395,478) (392,712) (1,728,377) (1,598,490)

Finance Income 3,845 – – – – 3,845 8,488

Initial Budget Allocation – 353,768 451,887 451,652 451,602 1,708,909 1,499,626

(Over)/Underfunding Adjustment – (1,435) 17,777 92,095 28,431 136,868 (136,868)

(Deficit)/Surplus for the Year (187,013) 31,952 119,344 200,663 182,715 347,661 20,568

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NON - FUNDED Y’s Men’s Club Student (Beta Chapter) Asset Financial Mentorship Other 2008 2007 General Scholarship Enhancement Aid Program Programmes Total Total Fund Fund Fund Fund Fund Fund Non-Funded Non-Funded $ $ $ $ $ $ $ $ Income Donations under NCSS Central Fund Scheme – – 15,000 – – 132,673 147,673 281,196 Other Donations – – – – – – – 385,623 Centre Based Income – Programme Fees – – – – – 278,414 278,414 377,681 – Consultation – – – – – 500 500 – Training – – – – – 46,921 46,921 35,143 School Social Work – – – – – 115,963 115,963 149,526 Membership Fee – – – – – 40 40 90 Miscellaneous Income – – – – – 5,590 5,590 7,735 SDF/VCF Grant – – – – – – – 792

Total Income – – 15,000 – – 580,101 595,101 1,237,786

Expenditure Expenditure on Manpower: Salaries – – – – – 308,193 308,193 300,994 Employer’s CPF & SDL – – – – – 50,262 50,262 49,152 AWS/Variable Bonus/ Performance Bonus – – – – – 63,111 63,111 82,544 Staff Welfare/Benefits – – – – – 4,107 4,107 3,691 Medical Benefits – – – – – 229 229 150 Dental Benefits – – – – – 179 179 152

– – – – – 426,081 426,081 436,683

Depreciation – – 3,926 – – 8,706 12,632 90,144

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NON - FUNDED Y’s Men’s Club Student (Beta Chapter) Asset Financial Mentorship Other 2008 2007 General Scholarship Enhancement Aid Program Programmes Total Total Fund Fund Fund Fund Fund Fund Non-Funded Non-Funded $ $ $ $ $ $ $ $ Other Operating Expenses Staff Training & Development – – – – – 3,089 3,089 2,599 Supplies & Materials – – 9,267 – – 53,714 62,981 199,860

School Social Work – – – – – – – 10,476 Transport – – – – – 1,052 1,052 1,607 Bank Charges – – – – – 30 30 50 Financial Assistance – – – 1,340 – – 1,340 3,610

– – 9,267 1,340 – 57,885 68,492 218,202

Total Expenditure – – (13,193) (1,340) – (492,672) (507,205) (745,029)

Finance Income 11,699 1,343 1,375 – – 31,288 45,705 26,323

Surplus/(Deficit) for the Year 11,699 1,343 3,182 (1,340) – 118,717 133,601 519,080

Various funds have unrestricted usage for the following purposes :-

Fund Designated use

Community Chest For supplementing operating expenses.

Y’s Men’s Club (Beta Chapter) Financial assistance for needy students education. Scholarship Fund

Asset Enhancement Fund For expected general capital expenditure. It also includes the building fund set aside for the relocation of Clementi Centre amounting to $15,000 (2007 : $465,000).

Programme Development Fund Comprises yearly retention of 50% of unsolicited donations to be used for operating expenses.

Other Programmes Fund From fund raising, donations, grants and other income derived from professional services rendered to run programmes that help students and youth development as well as other professionals.

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7. RENOVATIONS & EQUIPMENT

Furniture, fittings & Renovations equipment Total $ $ $

Cost At 31.3.06 768,682 140,443 909,125 Additions - 27,059 27,059 Disposals (7,600) (19,363) (26,963)

At 31.3.07 761,082 148,139 909,221 Additions - 12,618 12,618

At 31.3.08 761,082 160,757 921,839

Accumulated depreciation At 31.3.06 669,474 108,816 778,290 Depreciation charge for the year 86,983 9,093 96,076 Disposals (7,600) (18,557) (26,157)

At 31.3.07 748,857 99,352 848,209 Depreciation charge for the year 7,768 12,425 20,193

At 31.3.08 756,625 111,777 868,402

Net carrying amount At 31.3.08 4,457 48,980 53,437

At 31.3.07 12,225 48,787 61,012

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8. TRADE DEBTORS

2008 2007 $ $

Trade debtors 66,606 128,222 Amount due from MCYS 18,353 17,744 Expenses recoverable – 1,182 84,959 147,148

9. SUNDRY DEPOSITS, PREPAYMENTS & OTHER DEBTORS 2008 2007 $ $

Sundry deposits 5,531 5,531 Prepayments 922 866 Advances to employees 1,300 1,290 Bank interest receivable 20,598 16,820 28,351 24,507

10. FIXED DEPOSITS Fixed deposits are placed mainly on 6 months and 1 year term and carries interest at 1.75% to 2.45% (2007 : 0.575%

to 3.3%) p.a.

11. GENERAL FUND The Sociey adopts and complies with NCSS's guidelines on reserve whereby agencies that joined NCSS prior to 31

December 1987 are allowed to keep up to 2 years' reserves (annual operating expenses less depreciation multiply by 2).


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12. TRADE CREDITORS 2008 2007 $ $

NCSS 165,722 302,590 Other trade creditors 470 73,650 Advance fees received – 21,000 Accruals 115,943 83,706 MCYS STEP-Up Funding 5,077 – 287,212 480,946

13. LEASE COMMITMENT The Society has premises on three locations and pays a monthly rental totalling $2,611 for April 2007 to June

2007 and $2,661 from July 2007 to March 2008. There is no specified period of lease in respect of each of the three locations.

14. INSTITUTION OF A PUBLIC CHARACTER (IPC) STATUS

The Society's IPC status is obtained under the National Council of Social Service Central Fund (General Fund) and is valid from 1 October 2005 to 30 September 2010. The Society is also allowed to raise funds under the NCSS Central Fund (Building Fund) in the period 1 May 2006 to 30 April 2007 for the relocation cost of Clementi Centre to Blk 329 Clementi Avenue 2.

Donations received under the above for the financial year ended 31 March 2008 amounted to $162,563 (2007 : $286,837) includes $15,000 (2007 : $120,000) for the Building Fund.

The Code of Governance for Charities and Institutions of a Public Character (IPCs) was launched by the Charity Council on 26 November 2007. The Society had submitted its compliance of the 21-item online Governance Evaluation Checklist (for the "enhanced tier" - IPCs and large charities) with the code in March 2008. It had also voluntarily chosen to avail the checklist for public viewing via the online Charity Portal.


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15. FINANCIAL RISKS AND MANAGEMENT

(i) Interest rate risk

The Society’s exposure to interest rate risk is minimal and relates primarily to the deposits placed with reputable financial institutions on short term tenures on a fixed rate basis.

(ii) Credit risk

The Society has no significant concentration of credit risk. Procedures are in place to ensure on-going credit evaluation and active account monitoring.

(iii) Foreign exchange risk

The Society has no exposure to foreign exchange risk.

(iv) Liquidity risk

The Society monitors and maintains sufficient working capital to fund its operations through effective cash management.


The dragonfly is selected as a motif for the cover of Students Care Service’s Annual Report 07/08 because of its positive image and symbolic meanings. It is a symbol of courage, strength and happiness. In some cultures, the dragonfly also symbolises renewal after a time of great hardship.

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