2nd
QC Preflight Point
5
5
For Students, With Students
SCS HEADQUARTERS
CLEMENTI CENTRE
HOUGANG CENTRE
YISHUN CENTRE
Blk 463 Hougang Ave 10
#01-964 Singapore 530463
Tel: 6286 9905 Fax: 6286 6230
Email: [email protected]
Blk 437 Clementi Ave 3
#01-98 Singapore 120437
Tel: 6778 6867 Fax: 6775 4132
Email: [email protected]
Blk 463 Hougang Ave 10
#01-964 Singapore 530463
Tel: 6286 9905 Fax: 6286 6230
Email: [email protected]
Blk 202 Yishun Street 21
# 01-89 Singapore 760202
Tel: 6759 6821 Fax: 6759 6829
Email: [email protected]
www.students.org.sg
cover
78250_SCS AR Cover C3.indd 1
Job no: 78250 Title: Annual Report Client: Student care service
Scn: #175 Size: 425(w)245(h)mm Co: M5 C0
Dept: DTP D/O: 08.07.08(Job no: 78250C1 D/O: 10.07.08 Co: CM5)
ROS REGN. NO.
CHARITY REGN. NO.
ANNUAL REPORT
2007/2008
: 0248/1975CAS
: 00014
7/10/08 2:56:45 PM
Contents
Corporate Overview
04
05
06
07
08
09
10
11
12
14
Mission Statement and Core Values
Corporate Information
Board Members
Sub-Committees & Centre Advisory Committees
Organisation Structure
Staff Team
Staff Team Structure
Services and Programmes
Donors & Partners
Publication Highlights
Reviews, Reports, Highlights and Milestones
16
18
20
22
24
Chairman’s Statement
Executive Director’s Report
Milestones and Achievements
Quantitative Achievement 2007
Highlights of Services, Programmes and Activities
Financial Report
42
43
45
46
47
48
49
Statement by the Board
Auditors' Report to the Board of Students Care Service
Statement of Income and Expenditure
Statement of Changes in Accumulated Funds
Balance Sheet
Cash Flow Statement
Notes to the Financial Statements
1
“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
2
“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
“Graceful wanderers
Pause in the afternoons sunlight
Gone the next instants.”
Haiku
3
MISSION
“ To Be A Leading Social Work Organisation In
Enabling Students To Maximise Their Potential.”
CORE VALUES
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.
04
4
Corporate Information
Registered Name
Students Care Service
学生辅导会
ROS Registration Number
0248/1975
Charity Registration Number
000014
IPC Registration Number
IPC000462
IPC Sector Administrator
National Council of Social Service (NCSS)
– NCSS Charitable Fund
Nature of Governing Instrument
The governing instrument of Students Care Service
is the Constitution.
Students Care Service is governed by a Board
consisting of voluntary members. The Board members
and Office-Bearers are elected at a Annual General
Meeting and the term of office shall be for one year.
A Board Meeting shall be held at least once very
three months.
Corporate Website
www.students.org.sg
Corporate Email
[email protected]
Centres
Clementi Centre
437 Clementi Ave 3 #01-98
Singapore 120437
Tel – 6778 6867 Fax – 6775 4132
Email: [email protected]
Hougang Centre
463 Hougang Ave 10 #01-964
Singapore 530463
Tel – 6286 9905 Fax – 6286 6230
Email: [email protected]
Yishun Centre
202 Yishun Street 21 #01-89
Singapore 760202
Tel – 6759 6821 Fax – 6759 6829
Email: [email protected]
Bankers
DBS Bank
6 Shenton Way
DBS Building Tower One. Singapore 068809
OCBC Bank
65 Chulia Street #29-00
OCBC Centre. Singapore 049513
Fortis Bank S.A./N.V.
63 Market Street #04-01
Singapore 048942
Auditor
Robert Tan & Co
61 Club Street.
Singapore 069436
Registered Address/Headquarters
463 Hougang Ave 10
#01-964
Singapore 530463
Tel – 6286 9905 Fax – 6286 6230
05
5
Board Members
Chief Advisor
Chairman
Mr Low Siak Meng Eric (BBM) Mr. Gopinath Menon (PBM)
Members
Assoc Prof
Rebecca Ang
Members
Dr. Ang Seng Bin
Members
Mr Lee Tiong Peng (PBM)
06
6
Vice Chairman
Mr Po’ad Bin Shaik Abu
Bakar Mattar (BBM)
Members
Mr Chee Wai Pong
Members
Mr Tan Siang Yuen Bentley
Hon Treasurer
Mr Lee Cheng
Cheong Edward (PBM)
Members
Mr Chu Boon Hai
Members
Hon Secretary
Assoc Prof Vilma D’Rozario
Mr Wan Chee Foong (Co-opted)
Members
Mr Goh Chee Kong
Sub-Committees & Centre Advisory Committees
Audit Committee
Chairman: Mr Chu Boon Hai
Members:
Mr Thomas Ho Wei Heong
Mr Wan Chee Foong
Finance Committee
Chairman: Mr Lee Cheng Cheong Edward (PBM)
Members:
Mr Gopinath Menon (PBM)
Assoc Prof Vilma D’Rozario
Staff & Services Committee
Chairman: 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) Committee
Chairman: 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) Committee
Chairman: Mr Gopinath Menon (PBM)
Members:
Mr Goh Chee Kong
Mr Tan Siang Yuen Bentley
Clementi Centre Advisory Committee
Chairman: Mr Tan Siang Yuen Bentley
Members:
Mr Lee Tiong Peng (PBM)
Mr Wan Chee Foong
Mr Lok Lai Cheng
Asst Prof Yeo Lay See
Hougang Centre Advisory Committee
Chairman: Dr Ang Seng Bin
Members:
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 Committee
Chairman: Mr Goh Chee Kong
Members:
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
07
7
Organisational Structure
Board
Advisory
Committees
Committees
Audit
Clementi
Centre
08
8
Hougang
Centre
Finance
Yishun
Centre
Staff &
Services
Staff Team 2007/2008
Management
Sim 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 Workers
Chang-Goh Song Eng *
Chuah-Toh Yin May *
Senior Social Workers
Ang-Toh Chor Yan*
Ang-Yeo Sock Ngen Jennifer
Lee Seng Meng
Social Workers
Ang Kai Fen
Chen Peiqi (since 1 Jan 08)
Chen Yishan Lyn
Ee Wee Lin Vivien
Koh Cindy
Li Huiyan Felicia
Lim Shu Hui
Low Yi Juan
Luen Wai Sum Jenna
Oh Chin Ern Jean (since 3 Mar 08)
Ong Bin Qin Linnea
Tan Jean Meng
Tan Shu Ling (since 3 Mar 08)
Teo Chye Hee Benjamin
Wang Peishan Theresa
Wong Hsiao Yen Dawn
Woo Peiyi
Yang Kaiqi
Counsellor
Goh Kee Chye Lawrence
Psychologists
Bek-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 Specialists
Loh-Lee Yin Wan Magdalen
(Senior Learning Support Specialist)
Wong Chye Hong Julie
(Learning Support Specialist)
Research Executive
Chia-Tan Yee Min Elizabeth
Programme / Project
Chiam Weng Foo Samuel
(Project Executive)
Chen Yang Kiang
(Senior Programme Coordinator)
Executive / Admin
Loo-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 Assistants
Ng Ju *
Sow Get Moye *
Tang Hwee Luan *
* Part-time
09
9
STAFF STRUCTURE
Executive
Director
HQ
Assistant Manager
Accounts Executive
Admin Executive
Centre Director
Centre Director
Centre Director
Clementi
Hougang
Yishun
Director
Educational
Psychology
Training,
Consultancy
Research &
Publication
Social Worker
Senior Social Workers
Social Workers
Counsellor
Project Executive
Senior Programme Coordinator
10
Administration
Administrative Assistants
Cleaning Assistants
Educational Psychologists
Counselling Psychologists
Senior Learning Support Specialists
Learning Support Specialists
Psychologist
Principal Social Workers
Research Executive
SERVICES AND PROGRAMMES
Services and Programmes
Educational
Psychology
Service
Centre-based
Assessment/
Diagnosis

Consultation

Information
and Referral

Learning
Support

Public
Education/
Training
Social Work
Service
Centre-based
Casework and
Counselling
Children,
Pre-teens
and Youth
Programmes
Consultation/
Parent Hours
Groupwork
Guidance
Programme
Information and
Referral
Public Education/
Training
Mentoring
Programme *
Volunteer
Development
Programme
School-based
Casework &
Counselling
Drop-in &
Outreach
Groupwork
Talks/
Workshops/
Training
Preventive
Programmes
Consultation for
Teachers and
Parents
Training,
Consultancy, Research
& Publication
Special Projects
Project ONE
Overseas
Service
Learning and
Community
Service Project
Family Oriented
Events
Training,
Research and
Publications

Consultation
Service for
Professionals

Seminars/
Conferences

Research

Publication
Only at Clementi Centre *
11
Donors & Partners
Funding Agencies
National Council of Social Service / Community Chest
Ministry of Community Development, Youth and Sports
Corporate Donors/Sponsors
ABN AMRO
Capital International
Global Knowledge Network (Singapore) Pte Ltd
HSBC Bank
HSBC Insurance (Singapore) Pte Ltd
Hong Leong Foundation
Jurong Town Corporation
Jurong Town Corporation Recreation Club
Lee Foundation
Lions Club of Singapore Metropolitan
Milk Fund
National Committee on Youth Guidance and Rehabilitation
National Crime Prevention Council
National University of Singapore
National Youth Council
North East Community Development Council
POSB
Shaw Foundation
Sembawang Shipyard Pte Ltd
Singapore Telecommunications Limited
Smile Club (Economic Development Board)
South West Community Development Council
Systems On Silicon Manufacturing Co Pte Ltd
Singapore Land Authority
Singapore Totalisator Board
Tan Chin Tuan Foundation
Contributors (Services and Donations-in-kind)
ABN AMRO
Agilent Technologies
City Harvest Church
Dr Leong Chan Hoong
Economic Development Board
Feng Shan Community Centre
Goh Lay Hong
Golden Village
Global Knowledge Network (Singapore) Pte Ltd
Goldman Sachs (Asia) L.L.C
HSBC Bank
HSBC Insurance (Singapore) Pte Ltd
Jurong Town Corporation
National Institute of Education
12
National Youth Council
Nee Soon Central Community Club
Nee Soon East Community Club
North East Community Development Council
North West Community Development Council
Ng Susan
POSB
77th Street
Sembawang Shipyard Pte Ltd
Singapore Exchange Limited
Singapore Telecommunications Limited
SIM University
South West Community Development Council
Starpak Management Consultants Pte Ltd
Yokogawa Engineering Asia Pte Ltd
Yow Cheong Pte Ltd
Partners
Individual Donors
Ahmad Ibrahim Secondary School
Ai Tong School
Bartley Secondary School
CHIJ St Joseph’s Convent
Clementi Neighbourhood Police Centre
Clementi Town Secondary School
Clementi Woods Secondary School
Ang Bee Lian
Ang Cheng Kiat
Ang Choon Her
Ang Kheng Choo
Assoc Prof Rebecca Ang
Gopinath Menon
Hwang Soo Kwo
Lee Cheng Cheong Edward
Leong Lai Fung
Long Tien Koon
Porng Chai Seow
Sim Morene
Fuchun Primary School
Health Promotion Board
Holy Innocents’ High School
Huamin Primary School
Kent Ridge Secondary School
Marymount Convent School
New Town Primary School
New Town Secondary School
NIE GESL (Group Endeavours in Service Learning) group
NUS Community Service Club
NUS Society
Orchid Park Secondary School
Peixin Primary School
Qifa Primary School
School of The Arts, Singapore (SOTA)
Serangoon Secondary School
Singapore Chefs Association
Yishun Secondary School
Yishun Town Secondary School
13
Publications Highlights
14
 Raising Your Family EQ
 A Hand To Hold
 The SMP Handbook on
Mentoring: Friendship,
Support and Guidance
 Apart or A Part:
The Social Worker’s
Multiple Journeys
 Systemic Practice in
School Social Work
“Deep in the sun-searched growths the dragonfly
Hangs like a blue thread loosened from the sky.”
Dante Gabriel Rossetti
Review, Reports,
Highlights & Milestones
“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
15
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.
“ Effectively to help deal with
the issues that divide and
marginalise, bringing greater
social inclusion ”
Gopinath Menon, PBM
Chairman
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.
16
“Simplicity is the ultimate
sophistication”
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.
Leonardo Da vinci
Thank you.
Gopinath Menon, PBM
Chairman
17
Executive Director’s Report
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.
“ 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
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
18
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.
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
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.
19
Milestones and Achievements
1975 Pro-tem Committee was established
1998
1976 Registered School Social Work Service Association of
Singapore’s (SSWSAS) with office at Penang Lane
Collaborated with NUS Society, NUS and Tanjong Pagar
CDC on the Student Mentorship Programme
Participated in the Guidance Programme funded by
MCDS
1977
Granted Institution of a Public Character (tax-exempt)
status by Inland Revenue Authority of Singapore
1999
1978
Organisation name changed to Students Care Service
(SCS)
Relocated Hougang Centre from Hougang Ave 3 to
Hougang Ave 10
2000
1983
Set up Clementi Centre at Blk 437 Clementi Ave 3.
Published findings of the Research Study on “The
Juvenile Shoplifting Phenomenon”
Introduced Educational Psychology Service
2001
Affiliated to Singapore Council of Social Service and
Community Chest of Singapore
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
1985
Opening of Clementi Centre at Blk 437 Clementi Ave 3
officiated by the late Dr Tay Eng Soon, Minister of State
for Education
Celebrated our 25th birthday on 7 June and the
celebration logo was unveiled by Chairman, RADM
(RET) Kwek Siew Jin
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
20
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
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
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.
Published findings of “An Exploratory Study on Youths’
resilience and family values in Singapore” in June
Organised an Overseas Service Learning Project by
youths to Khao Lak, Phuket
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.
2006
Contributed to the formation of Mentoring Partnership
International and provided interim housing at SCS
Hougang Centre
Staff, Ms Esther Koh, awarded the Outstanding Social
Worker Award (OSWA) for 2002
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
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.
21
QUANTITATIVE ACHIEVEMENT 2007 (based on service volume)
Social Work (SW)
2007
2006
21,065
324
536
1,659
2,386
324
12,434
30,289
492
671
1,265
3,615
492
17,049
Special Programme/ Projects
–PSLE Hotline
–Project ONE –Reading Star
–Project Cope
–Overseas Trip – Project X3
–Overseas Trip: Hearts@Work
3,726
-
3,712
-
-
14
-
7,197
123
6,994
19
40
21
Others
3,672
4,026
Enquiries
Parents Served
Teachers Served
Other Professionals Served
Volunteers
174
2,201
444
157
696
249
1,926
947
125
779
24,737
34,315
Educational Psychology Service (EPS)
2007
2006
Services/Programmes for students
Consultation, Assessment and Casework Intervention Programmes (Learning)
Groupwork
Developmental & Preventive Programmes
(previously referred as "Specialised Learning Programme") Training and Groupwork
1,177
875
243
1,659
2,386
324
59
1,259
1,029
219
1,265
3,615
492
11
Parents / Teachers/ Volunteers/ Professionals Served
731
525
1,908
1,784
Services/Programmes for students
Consultation Counselling/ Casework (SW)
Groupwork
Developmental & Preventive Programmes
Consultation Training
TOTAL
TOTAL
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.
22
Highlights of Services, Programmes and Activities
I. 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
“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
23
Highlights of Services, Programmes & Activities
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.
24
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 strengthbased 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.
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.
Recognition...
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
Ambassodors of crime prevention message.
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.
and accolades
Some 90% of the students indicated 3.5 and above in
the National Council of Social Service (NCSS)’ Programme
Evaluation System (PES) satisfaction sur vey forms
25
Highlights of Services, Programmes & Activities (cond't)
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.
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.
The building blocks of love
Transition Programme in St Joseph’s Convent. Students
sharing what they have learnt from the workshop
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.
26
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’ socioemotional 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
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.
NO Pic From Words
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)
Imparting life-skills through art & craft
Casework Management
The work in this area is best illustrated through the following
story.
Story of Connie
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.
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.
In 2007, SCS served a total of 189 GP cases. We have specially
developed an experiential learning programme for youths
referred to us.
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.
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.
CHOICE (Choosing Healthy Options in Challenging
Environments)
27
Highlights of Services, Programmes & Activities (cond't)
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.
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.
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.
“I’m very proud of Vincent and I’m confident he’ll grow into a
responsible adult,” said his social worker.
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.
28
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
– 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 stressrelated 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.
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.
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
29
Highlights of Services, Programmes & Activities (cond't)
Mentors and staff sharing the joy of guiding youths
were admitted to the homes under the Women’s Charter
at parent/guardian’s request, or are deemed to be under
moral danger.
needed good listening and conversational skills to provide
support and guidance to the girls whereas the mentors at
SBH struggled with the weekly conversations.
The objectives of the mentoring programme are to:
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.
• Provide a source of social support and connectivity for
youths who are on their way to completing, and/or who
have completed their Court Orders;
• Encourage satisfactory completion of the youths’ Court
Orders; and
• Help youths sustain their good progress and prevent resurfacing 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
30
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-ThinkDo 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.
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)
See! We built these
Bonding time for parents and their children
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.
One balloon, so many kids, how?
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
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.
31
Highlights of Services, Programmes & Activities (cond't)
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.
Reading Stars children – all eyes and ears!
Little stars of Yishun Centre!
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)
32
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 mustread 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’Rozario
National 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.
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.
Building a volleyball court
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
Kulap here we come!
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.
Bringing relief to children working in a rubbish
dump
“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
33
Highlights of Services, Programmes & Activities (cond't)
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
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.
34
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)
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.
Earobics Programme
Read With Me Programme
Audiblox 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.
Word Play session
NO Pic From Words
Read with Me Programme - Big group activity
Graduating from the Read with Me Programme
35
Highlights of Services, Programmes & Activities (cond't)
Time to dazzle and delight
Internal Staff training - Story Telling Workshop
Training and Workshops for Staff
Welcome to magicland!
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 twoday 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 nonacademic abilities, and to enjoy language activities. 36
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.
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.
Maths Workshop for Parents
Feedback From Parents
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
“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.
37
Highlights of Services, Programmes & Activities (cond't)
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
38
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.
NO Pic From Words
Volunteer from Singapore Chef Association teaching children
to decorate their cakes
NO Pic From Words
Children engrossed in creating designs during Domino Challenge
2007 organised by NIE GESL group
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.
AJC volunteers teaching origami to children
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!
39
Highlights of Services, Programmes & Activities (cond't)
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.
ABN Amro Volunteers guiding our youths to complete the ABN
Amro Amazing Race
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.
The Shining Stars Concert 2007
40
“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
Financial Report
for the financial year ended 31 March 2008
42
43
45
46
47
48
49
Statement by the Board
Auditors' Report to the Board of Students Care Service
Statement of Income and Expenditure
Statement of Changes in Accumulated Funds
Balance Sheet
Cash Flow Statement
Notes to the Financial Statements
“Courage is the first of human qualities because it
is the quality which guarantees all others.”
Winston Churchill
41
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 Menon
Chairman
Mr Edward Lee Cheng Cheong
Hon. Treasurer
Ms Morene Sim Sock Ngee
Executive Director
9 May 2008
42
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.
43
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 Accountants
Singapore
9 May 2007
44
Statement of Income & Expenditure
For the year ended 31 March 2008
Note
2008
$
2007
$
INCOME
Donations under NCSS Central Fund Scheme Other donations
Centre-based income
Training income
School social work income
SDF/VCF grants
Miscellaneous income
162,563
–
322,830
46,921
281,683
270
7,250
821,517
Less : EXPENDITURE
Employee benefits
4
Depreciation
Other operating expenses
1,957,107
20,193
258,282
2,235,582
1,815,272
96,076
432,171
OPERATING DEFICIT
(1,414,065)
(857,921)
Bank interest income
Community Chest Funding
5
- Initial Budget Allocation
- Under/(over) funding SURPLUS FOR THE YEAR
6
49,550
34,811
1,708,909
136,868
481,262
1,499,626
(136,868)
11,699
347,661
1,343
3,182
(1,340)
118,717
481,262
11,141
20,568
1,258
381,558
(2,122)
127,245
286,837
385,623
423,525
35,143
341,096
3,929
9,445
1,485,598
2,343,519
539,648
Surplus/(deficit) allocated to:
General Fund
Community Chest Fund
Y’s Men’s Club (Beta Chapter) Scholarship Fund
Asset Enhancement Fund
Financial Aid Fund
Other Programmes Fund
539,648
The attached notes to financial statements form an integral part of these financial statements.
45
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
Surplus/(deficit)
for the year Usage of Fund
for the year
444,551
42,408
52,033
242,514
86,794
10,414
831,403
1,710,117
11,141
20,568
1,258
381,558
(2,122)
– 127,245
539,648
–
–
–
–
–
(8,262)
As at 31.3.07
Surplus/(deficit)
for the year 455,692
62,976
53,291
11,699
347,661
As at 31.3.08
467,391
410,637
46
(8,262)
–
624,072
84,672
2,152
958,648
2,241,503
1,343
3,182
(1,340)
– 118,717
481,262
54,634
627,254
83,332
2,152
1,077,365 2,722,765
Balance Sheet
As at 31 March 2008
Note
2008
$
2007
$
ASSETS
Non-current assets
Renovations & equipment
7
53,437
61,012
Current assets
Trade debtors 8
84,959
147,148
Sundry deposits, prepayments & other debtors
9
Fixed deposits
10
Cash & bank balances
28,351
1,829,173
1,014,057
2,956,540
24,507
1,104,597
1,385,185
Total assets
3,009,977
2,722,449
FUNDS AND LIABILITIES
Funds and reserves
General Fund
11
Community Chest Fund
Y’s Men’s Club (Beta Chapter) Scholarship Fund
Asset Enhancement Fund
Financial Aid Fund
Programme Development Fund
Other Programmes Fund
467,391
410,637
54,634
627,254
83,332
2,152
1,077,365
2,722,765
455,692
62,976
53,291
624,072
84,672
2,152
958,648
Current liabilities
Trade creditors
12
287,212
480,946
Total fund and liabilities
3,009,977
2,722,449
2,661,437
2,241,503
The attached notes to financial statements form an integral part of these financial statements.
47
Cash Flow Statement
For the year ended 31 March 2008
2008
$
2007
$
481,262
539,648
20,193
(49,550)
- 96,076
(34,811)
806
Operating surplus before working capital changes
Decrease/(increase) in trade debtors
Increase in sundry deposits, prepayments & other debtors
451,905
62,189
(3,844)
601,719
(33,736)
(15,044)
(Decrease)/increase in trade creditors
(193,734)
83,867
Cash generated from operations
Interest received
316,516
49,550
636,806
34,811
Net cash from operating activities
366,066
671,617
CASH FLOWS FROM INVESTING ACTIVITIES
Purchase of equipment
(12,618)
(27,059)
Net cash used in investing activities
(12,618)
(27,059)
CASH FLOWS FROM OPERATING ACTIVITIES
Surplus for the year
Adjustments for :
Depreciation
Bank interest income
Equipment written off 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
FIXED DEPOSITS, CASH & BANK BALANCES
AT BEGINNING OF YEAR
353,448
636,296
2,489,782
1,853,486
FIXED DEPOSITS, CASH & BANK BALANCES
AT END OF YEAR 2,843,230
2,489,782
The attached notes to financial statements form an integral part of these financial statements.
48
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.
Accounting estimates and judgements
(b)
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.
Revenue recognition
(c)
(1)
(2)
Donation income
Donations are recognised on a cash basis. Cash contributions for capital expenditure are subsequently
allocated to Asset Enhancement Fund.
Other income
Income other than donations and expenditure are taken up at fair value on an accrual basis.
49
Notes to Financial Statements
For the year ended 31 March 2008
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.
Government grants & subsidies
(e)
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
50
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 remeasured 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.
Notes to Financial Statements
For the year ended 31 March 2008
2.
SIGNIFICANT ACCOUNTING POLICIES (cont'd)
(g)
Trade and other payables
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.
Employee benefits
(h)
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.
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
Wages & salaries
Provident fund contributions
Skill development levy
Other benefits
2008
$
1,709,722
227,037
1,668
18,680
1,957,107
2007
$
1,598,449
198,328
2,924
15,571
1,815,272
Employees' remuneration for the year were in the following range;
51
Notes to Financial Statements
For the year ended 31 March 2008
4.
EMPLOYEE BENEFITS (cont'd)
2008
$
2007
$
$125,001 and above
$100,001 to $125,000
$75,001 to $100,000
$50,001 to $75,000
$50,000 and below
Nil
1
1
7
36
Nil
1
1
6
37
The Board did not receive any remuneration during the year.
5. COMMUNITY CHEST FUNDING
Initial Budget Allocation
Current year writeback/(adjustment of
overfunding) [see note below]
52
2008
$
2007
$
1,708,909
1,499,626
136,868
1,845,777
(136,868)
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.
Notes to Financial Statements
For the year ended 31 March 2008
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
Expenditure
Expenditure on Manpower :
Salaries
Employer’s CPF & SDL
AWS/Variable Bonus
Performance Bonus
Staff Welfare/Benefits
Medical Benefits
Dental Benefits
Depreciation
–
34,486
44,142
52,394
95,394
226,416
247,812
105,391
20,050
230,837
39,740
233,972
39,908
242,750
36,297
240,354
42,448
1,053,304
178,443
975,694
152,100
41,966
3,428
110
93
73,974
2,930
259
202
57,348
1,582
220
209
55,963
2,459
230
147
55,862
1,887
160
250
285,113
12,286
979
901
239,215
9,662
1,257
661
171,038
347,942
333,239
337,846
340,961
240
671
2,298
2,707
1,645
1,531,026 1,378,589
7,561
5,932
53
Notes to Financial Statements
For the year ended 31 March 2008
6.
SURPLUS/(DEFICIT) FOR THE YEAR (cont'd)
FUNDED BY COMMUNITY CHEST
Educational Psychology Clementi Hougang Yishun
Headquarters Service
Centre Centre Centre
$
$
$
$
$
Other Operating Expenses
Staff Training & Development
576
1,220
3,500
3,181
2,915
Rental of Offices
– 3,301
12,531
5,705
11,521
Rental of Equipment
– 1,045
3,247
3,136
3,136
Utilities
– – 8,831
11,503
6,807
Communications
563
– 2,870
3,281
3,080
Maintenance - Land & Building
417
– 663
1,364
1,014
Maintenance - Equipment
928
– 2,787
1,293
1,880
Insurance
4
– 316
284
284
Supplies & Materials
4,799
33
20,620
22,123
15,732
School Social Work
– – – – – Transport
2,334
206
965
567
1,360
Volunteer Department
1,404
320
2,362
2,488
2,144
Professional Fees & Services
2,625
– – – – Bank Charges
134
– – – – Recruitment Expenses
487
129
233
– 233
Public Education Expenses
5,136
– – – – Disposal of Equipment
– – – – – Subscription/Membership fees
173
– – – – Total Expenditure
Finance Income
Initial Budget Allocation
(Over)/Underfunding
Adjustment
54
(Deficit)/Surplus for the Year
19,580
6,254
58,925
(190,858)
(354,867)
(394,462)
3,845
–
–
54,925
2008
Total
Funded
$
2007
Total
Funded
$
11,392
33,058
10,564
27,141
9,794
3,458
6,888
888
63,307
– 5,432
8,718
2,625
134
1,082
5,136
– 173
50,106
189,790
13,463
32,548
10,359
24,716
8,567
3,079
14,830
888
78,337
7,922
6,382
2,590
2,625
84
2,673
4,100
806
–
213,969
(395,478) (392,712) (1,728,377) (1,598,490)
–
–
3,845
8,488
–
353,768
451,887
451,652
451,602
–
(1,435)
17,777
92,095
28,431
136,868
(136,868)
31,952
119,344
200,663
182,715
347,661
20,568
(187,013)
1,708,909 1,499,626
Notes to Financial Statements
For the year ended 31 March 2008
6.
SURPLUS/(DEFICIT) FOR THE YEAR (cont'd)
NON - FUNDED
Y’s Men’s Club
Student
(Beta Chapter)
Asset
FinancialMentorship Other
2008
2007
General Scholarship Enhancement Aid
Program Programmes
Total
Total
Fund
Fund
Fund
Fund
Fund
Fund
Non-FundedNon-Funded
$
$
$
$
$
$
$
$
Income
Donations under NCSS Central
Fund Scheme
– Other Donations
– Centre Based Income
– Programme Fees
– – Consultation
– Training
– School Social Work
– Membership Fee
– Miscellaneous Income
– SDF/VCF Grant
– Total Income
Expenditure
Expenditure on Manpower:
Salaries
Employer’s CPF & SDL
AWS/Variable Bonus/
Performance Bonus
Staff Welfare/Benefits
Medical Benefits
Dental Benefits
– 15,000
–
–
–
–
–
–
–
–
–
– – – – – – – 15,000
– – –
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
132,673
– 147,673
–
281,196
385,623
278,414
500
46,921
115,963
40
5,590
– 278,414
377,681
500
–
46,921
35,143
115,963
149,526
40
90
5,590
7,735
– 792
– –
580,101
595,101 1,237,786
– – – – – – – – 308,193
50,262
308,193
50,262
300,994
49,152
– – – – – – – – – – – – –
–
–
–
–
– – – 63,111
4,107
229
179
63,111
4,107
229
179
82,544
3,691
150
152
–
–
–
– –
426,081
426,081
436,683
– –
– 8,706
12,632
90,144
Depreciation
–
–
–
–
– 3,926
55
Notes to Financial Statements
For the year ended 31 March 2008
6.
SURPLUS/(DEFICIT) FOR THE YEAR (cont'd)
NON - FUNDED
Y’s Men’s Club
Student
(Beta Chapter)
Asset
FinancialMentorship Other
2008
2007
General Scholarship Enhancement Aid
Program Programmes
Total
Total
Fund
Fund
Fund
Fund
Fund
Fund
Non-FundedNon-Funded
$
$
$
$
$
$
$
$
Other Operating Expenses
Staff Training & Development –
Supplies & Materials
–
– – School Social Work
Transport
Bank Charges
Financial Assistance
–
–
–
–
–
–
–
–
–
–
Total Expenditure
–
Finance Income
11,699
1,343
1,375
Surplus/(Deficit)
for the Year
11,699
1,343
3,182
Various funds have unrestricted usage for the following purposes :-
Fund
–
– 9,267
– – – – – – – – – – – 1,340
– – – – 3,089
53,714
– 1,052
30
– 3,089
62,981
2,599
199,860
– 10,476
1,052
1,607
30
50
1,340
3,610
9,267
1,340
– 57,885
(13,193)
(1,340)
– (492,672)
– 31,288
45,705
26,323
– 118,717
133,601
519,080
– (1,340)
68,492
218,202
(507,205) (745,029)
Designated use
Community Chest
For supplementing operating expenses.
Y’s Men’s Club (Beta Chapter)
Scholarship Fund
Financial assistance for needy students education.
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.
56
Notes to Financial Statements
For the year ended 31 March 2008
7.
RENOVATIONS & EQUIPMENT
Renovations
$
Furniture,
fittings &
equipment
$
Total
$
Cost
At 31.3.06
Additions
Disposals
768,682
- (7,600)
140,443
27,059
(19,363)
909,125
27,059
(26,963)
At 31.3.07
Additions
761,082
-
148,139
12,618
909,221
12,618
At 31.3.08
761,082
160,757
921,839
Accumulated depreciation
At 31.3.06
Depreciation charge for the year
Disposals
669,474
86,983
(7,600)
108,816
9,093
(18,557)
778,290
96,076
(26,157)
At 31.3.07
Depreciation charge for the year
748,857
7,768
99,352
12,425
848,209
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
57
Notes to Financial Statements
For the year ended 31 March 2008
8.
TRADE DEBTORS
Trade debtors
Amount due from MCYS
Expenses recoverable
9. SUNDRY DEPOSITS, PREPAYMENTS & OTHER DEBTORS
Sundry deposits
Prepayments
Advances to employees
Bank interest receivable
2008
$
66,606
18,353
–
84,959
2007
$
2008
$
5,531
922
1,300
20,598
28,351
128,222
17,744
1,182
147,148
2007
$
5,531
866
1,290
16,820
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).
58
Notes to Financial Statements
For the year ended 31 March 2008
12. TRADE CREDITORS
NCSS Other trade creditors
Advance fees received
Accruals
MCYS STEP-Up Funding
2008
$
165,722
470
–
115,943
5,077
287,212
2007
$
302,590
73,650
21,000
83,706
–
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.
59
Notes to Financial Statements
For the year ended 31 March 2008
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.
60
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.