Our approach is unique and proven. Focused on empowerment rather than enforcement, the TYLA programme takes a 360˚ care approach that encompasses whānau and community.
TYLA works towards preventing youth offending and enabling tamariki and rangatahi to become resilient and active members of the community.
We provide long-term, intense case management delivered by experienced and qualified staff. We use social work intervention tools to mentor, guide and advocate for and with our rangatahi and their whanau.
With us, rangatahi are given the opportunity to have meaningful experiences in a safe and supported environment and are encouraged to have their own hopes and dreams.
TYLA strives to build connectedness for our rangatahi and a pathway towards hope based on our four pillars of character and learning - whānau, health, education and wairua (spirit).
Whānau in this context means coming into our unique space and sharing your journey with us. It means us supporting your journey to achieve what you need to achieve.
Whilst Whakawhanaungatanga is about relationships and the processes of establishing, connecting, maintaining links, these are essentials in our Mahi today.
The unseen essence that connects and binds the TYLA Four Pillars. It is the bond between mother and child, between Iwi and land or people to people. It is the Mauri of a culture, a home or family; the reason we say kia arohanui
All tamariki and rangatahi should have hopes and dreams to see a future.
Develop sustained positive relationships and reconnect individuals with their community to develop positive networks and discover the essence of who they are.
Develop sustained, positive family relationships by navigating individual and whānau strengths to help them learn to make good choices and reconnect with whakapapa to develop sustainable community relationships.
Improve overall health and wellbeing of the individual through TYLA core programmes and the provision of navigational support.
Identify individual learning and development needs by navigating and supporting the young person's strengths, skills and relationships to support competent, connected lifelong learners within the educational and vocational environments.
