Evaluation of the Columba 1400 Careleaver Programme: Final Report

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CHAPTER SEVEN KEY OUTCOME MEASURES AND RESULTS: QUALITATIVE FINDINGS

Table 7.1: Key Points from Chapter Seven

  • Most YCL participants viewed their C1400 experience positively (whether they graduated or not). However, the enthusiasm for C1400 was much more evident in the two LAs where C1400 remains a priority; 13
  • There was a general lack of importance or priority placed on the use of 'Action Plans'. This could impede both YCL clarity and focus for future direction and local level monitoring and evaluation from the 'baseline' information contained in the Action Plans;
  • A positive outlook at pre-C1400 stage is likely to offer a good starting point for YCL participation and is helpful in graduating;
  • Actually graduating would appear to have some influence on whether YCLs continue to feel positive about their futures, engage with SS and make positive progress in their lives;
  • YCL reflections of their C1400 experiences resonate strongly with C1400's 'status' and priority within the LA. C1400 graduates remain very proud of their graduate status;
  • YCLs identified a wide range of benefits from their engagement with C1400, which could be generally classified as 'self-improvement'. These include improved perceptions of themselves, their relationships with friends and family, their ability to engage more effectively with services and gain more value from their support;
  • Learning from C1400 had encouraged YCLs to adopt different behaviours, consider new directions and reflect on new choices for the future;
  • For some, this has influenced routes into, and the sustaining of EET, as well as more positive and stable living circumstances;
  • The biggest single area noted by YCLs was a marked increase in self-respect and self-worth;
  • Where C1400 graduates came across as being determined to achieve their goals, non-participants often appeared to have less obvious direction for their future lives;
  • In LAs where C1400 had little continuing emphasis, there was limited evidence of how it had impacted upon individual SS practice and even less evidence of impact on local teams or department;
  • In the absence of a local environment which reinforces the CPD value of C1400, its longer-term value is likely to reduce over time;
  • In those LAs where C1400 featured strongly, it permeated all aspects of working practice - CPD, team meetings and dissemination of 'messages' and practice to those SS who have yet to become involved. This is likely to impact upon the sustainability of C1400;
  • The CPD value of the C1400 was a strong feature of the programme. SS were felt to benefit by being more reflective in their roles and making more effective decisions. Of key importance was the influence of C1400 in re-invigorating SS practice and encouraging SS to 'see the job as more than a process';
  • SS felt that the benefits of C1400 which 'transfer' to the YCLs were most obviously felt in the development of coaching skills, group work facilitation skills and developing more effective relationships with YCLs;
  • The C1400 philosophy was also felt to be strongly liked to the professional ethos which underpins the '21st Century Social Work Review';
  • The challenge remains to develop the support and advice which C1400 - and the Programme Manager - can offer to LAs, and to make this sustainable, with the aim of facilitating the longer-term exchange of ideas / practice across LAs;
  • The C1400 programme is felt be YCLS and SS alike to be a strong enabling force in achieving moves to, and the sustaining of EET status and independent living / positive and stable living circumstances.

7.1 This chapter details findings from the consultation programme with SS and YCLs in the study. Findings are based on the evidence generated from three rounds of consultation - June 2005, December 2005 and June 2006. Four LAs had taken part in C1400 and two had not. Discussions took place with SS and YCLs who had been engaged with C1400 and those who had not.

7.2 With YCLs, discussions took place across the same six LAs noted above involving C1400 graduates, non-graduates and non-participants. Consultations with C1400 participants particularly focused on how YCLs felt they had benefited from their engagement with as well as examining 'distance travelled' for all of the YCLs over the 17-month evaluation period.

7.3 This chapter also contains a series of Case Studies which serve to illustrate key points made in the chapter.

7.4 In the second part of the chapter, SS were asked about how C1400 had impacted upon personal and local practice and if engagement with C1400 had influenced the local approach to SSCPD.

YCLs and C1400

7.5 This section of this chapter offers an overview of YCLs' perceptions of their engagement with C1400 - what they felt they had learned, what aspects have been the most meaningful / useful to them in their lives. The issues below are presented as follows:

  • how YCLs feel they benefited from their engagement with the programme
  • YCL general views of the C1400 YCL programme
  • case studies to illustrate issues / progress in the lives of a range of YCLs who took part in the consultation programme.

YCLs' Perceptions of How They Have Benefited From C1400

7.6 Table 7.2 provides a list of the issues which emerged through discussions with YCLs, concerning how C1400 was felt to have supported them. This list has been separated into two key sections. The first demonstrates examples of learning which the YCLs have found valuable. The second illustrates YCLs' perceptions of relationships between their C1400 learning and positive changes / transitions in their lives. These issues have been listed under the headings of:

  • Lifestyle
  • EET
  • Independent living.

7.7 Findings in Table 7.1 indicate that YCLs believe that C1400 has been a clear support and positive influence on their lives and that this is manifested in a variety of ways - in their perceptions of themselves; their relationships with friends and family; and in their ability to engage more effectively with services and gain more value from their support. Most of the areas identified below relate to C1400's value in developing core 'life' skills. The biggest single area noted was a marked increase in self-respect and self-worth:

Table 7.2: How YCLs Have Benefited from C1400

GENERAL LEARNING:

  • Being less dependent upon SS and the general support available from Throughcare and Aftercare services;
  • Sustained SS and YCL engagement, leading to more stable forms of support;
  • Having more self-respect and self-worth and having a better understanding of self;
  • Feeling more able to deal with difficult situations and avoiding causing or perpetuating problems:

'I didn't have a clue before how to respect others.'

  • Having more patience and managing anger more effectively;
  • Finding their ''voice' in group situations:

'Columba 1400 helped me find my voice…I used to let people just make decisions for me…I feel confident to know what I am talking about and not scared to ask questions. I try and help other people, now, who are in the same boat as me…I spoke about C1400 in front of 250 people last year at the Thoughcare AGM in Crieff…'

  • Learning about the importance of time-keeping;
  • Appreciating the importance of table manners;
  • Appreciating the value of friendships and sustaining these beyond the academy;
  • The value of AFCIPS:

'…keeping promises to yourself helps you achieve your goals, I am achieving mine now because I keep my word to myself'.

SUPPORTING OUTCOMES:

Lifestyle:

  • Removal of and reduction in alcohol / drug abuse:

'Columba made me sit down and think about what I was doing'

'I've realised that I can get new highs. I don't need to smoke hash'

  • No longer being in trouble with the police:

'I would have got the jail without it…realise there's no point in fighting.'

Transitions to / Sustaining EET:

  • Feeling more motivated about getting into EET and life, in general;
  • Sticking it out' ( e.g. not dropping out of education courses or training). One YCL reflected on her experience of taking part in both the Princes Trust and employment training for a community project. Thereafter, she went on to secure employment:

'I wouldn't have been able to finish them before, cos of lack of confidence. I always used to put myself down.'

  • C1400 felt to offer the 'spur' in confidence to undertake voluntary work in spare time;
  • 1 YCL felt that C1400 supported his confidence during a job interview. He subsequently received the job offer;
  • Learning from group work situations has helped when working in teams during work, and dealing with customers;
  • 1 YCL noted how the C1400 experience - with specific reference to the learning related to perseverance - had supported his transition to EET:

'It was tricky finding work, but I just kept on looking, I went out and actually looked for work instead of waiting for work to come and find me. Columba made me motivated. I was out of work for a year, so it took perseverance, it was tricky.'

  • Completed bronze Duke of Edinburgh award;
  • Moving onto FE and HE for two YCLs. Both felt they might have made this transition anyway, but C1400 acted as a catalyst to achieving this faster;

'…made me realise how much you can do in a day instead of just sitting about waiting for the government to give me my giro. I stopped smoking dope when I got back and I got a placement at a tyre place and a part time job at the weekends…'

Transitions to / Sustaining Independent Living or Generally Improved Living Circumstances:

  • Improved home relations: 'if it hadn't been for C1400, things with my mum wouldn't have worked';
  • 4 YCLs were taken off their home supervision orders and believe that C1400 assisted in achieving this;
  • Feeling more determined after C1400 and securing tenancy and work:

'…at Columba if you think you might do something then the chances are you might do it but if you tell yourself you are definitely going to do something then you will. When I came back…it took me a while but I kept working with my throughcare worker who kept telling me about my goals I made at Columba and now I'm in my house and working as a janitor…I don't give up on stuff easily now.'

YCL General Views of the C1400 YCL Programme

7.8 Five key issues emerged which were relevant to both graduates and non-graduates:

  • perceptions of C1400 - most participants viewed their C1400 experience positively (whether they graduated or not). However, the enthusiasm for C1400 was much more evident in the two LAs where C1400 remains a priority. While the YCLs from the remaining two LAs were not negative about C1400, their enthusiasm and recall was significantly reduced in comparison to their peers in the LAs where C1400 has a continuing influence. Indeed, in one LA where C1400 has limited current presence, two of the YCLs questioned whether it had really been as positive an experience as they had once thought
  • action planning - there was a general lack of importance or priority placed on the use of 'Action Plans' which had been generated during the academy. The 'baseline' information from these plans could have served two purposes: 1) the plan could be useful in focusing YCLs in their forward direction and in reviewing progress, and 2) at a macro level, the plan could be feeding into LA mechanisms for monitoring and evaluation of progress since C1400. It appears that a valuable opportunity has been missed to derive value from these plans across LAs
  • issues which appear to influence C1400 graduation - the young people consulted tended to note that a positive outlook at pre-C1400 stage is likely to offer a good starting point for participation and is helpful in graduating. This correlates with chapter 6 findings about the possible presence of a 'positive trajectory' which supports both graduation and the achieving / securing of a positive future. SS also noted that under these circumstances, minor setbacks can often be dealt with
  • C1400 graduation as a key success - C1400 graduates are very proud of their graduate status. This was especially the case in the two LAs where the importance of C1400 continues to be reinforced. The importance of actually graduating would appear to have some influence on whether these YCLs continue to feel positive about their futures, engage with SS and make positive progress in their lives. The platform which this offers for YCLs to reach new levels of achievement appears to be very powerful. The sustaining of the 'positive trajectory' requires LA level support and reinforcement
  • AFCIPS and the importance of perseverance - in the two LAs where C1400 has featured less strongly since academy attendance, YCLs usually failed to remember the 'Columba Code' and learning about AFCIPS. This was not the case in the two LAs where C1400 continued to have a strong presence. Of the six values, perseverance was the one most readily recalled by YCLs and appeared to have most relevance to and application in their lives
  • achievements in 'distance travelled' - both graduates and non-graduates pointed to areas in their lives where they felt the learning from C1400 had encouraged them to adopt different behaviours, consider new directions and reflect on new choices for the future. This included greater efforts (and improved results) in managing anger; remaining in post-compulsory education despite the challenges in doing so; feeling more positive about life and what the future holds, and having a general sense of belonging. YCLs were keen to point out that where transitions or sustained transitions to EET or independent living had yet to happen, they had made progress towards these, which would support future and sustained transitions. One SS member provided an example of the progress which a YCL had made, in terms of a positive lifestyle change:

'We have one client who after a period of intense drug use has kept a job for 10 months, moved back in with her family and has maintained the relationships there. She's now also in a relationship with a guy we don't panic about…'

Table 7.3: Case Study 1: Susan14(C1400 graduate)

Susan graduated from the C1400 YCL academy when she was aged 16, in her final year at school, and living in a residential unit. Her mother had schizophrenia and she was not in contact with her father. She had a tendency to drink heavily and regularly took drugs.

Susan attended a range of Phase 1 preparation meetings before going to the week-long academy on Skye. These were felt to be very helpful and gave her an impression of what to expect, as well as the opportunity to get to know the others in her group. Once she arrived on Skye the experience for her was " pure amazing".

Susan felt that the staff at Columba had a way of being able to understand where they (young people) were coming from and showed them a respect that they had not experienced before - they "don't treat you like a wean but an equal".

She thoroughly enjoyed the experience and particular activities like the search and rescue, the hill walking and the talking stick. Susan learnt about the importance of being trustworthy and to be respectful of others. It increased her confidence in her own abilities and by the end of the week she realised " how much it changed my views, it's helped out with a lot of things". Susan graduated from the academy and it was one of the proudest days of her life.

Post-Columba

When Susan returned from Columba - staff at the residential unit said she had changed for the better and looked healthier. She made a few changes immediately as a result of Columba. The programme had showed her how important family was and she renewed contact with her Dad. She also finished school, signed up for the Skillseekers training programme, made some new friends "and stopped hanging out with a bad crowd on street corners".

The placement on the Skillseeker programme was with a catering company and although it was hard work, Susan enjoyed herself. Susan finished her placement in the second trimester of her pregnancy.

Susan and her partner applied for a joint tenancy and became parents in June 2006. All is going well with their new baby, the house and her relationship. She plans to find part-time work once things have settled down. While her partner is not working she is encouraging him to look for any possible jobs.

As a Columban graduate, she often reminisces about her experiences and the memories still make her feel happy and proud of what she achieved. C1400 helped increase her confidence and made her see her potential. She very much believes that if she had not attended the Academy she would not have stopped drinking heavily and taking drugs.

She is positive about her future and, whilst disappointed to have left the catering company, Susan is looking forward to bringing up her new daughter.

Table 7.4: Case Study 2: Steven (non-graduate)

Steven took part in C1400 almost two years ago. He feels that he did not fully engage with the academy and has regrets that his temper and breaking of the rules led to him being sent home early, without graduating.

He learned a great deal during the week about how his temper and attitude can affect others around you. He was very surprised about the way the staff at C1400 were able to deal with the young people - not judging them but allowing them to see for themselves the implications of breaking the rules and lack of respect.

Steven has been in and out of work for the last two years. He seems to get low paid, low skilled jobs (usually on a full-time basis) but finds it difficult to stick with them. He was sacked recently due to incident with the police (at home). He is confident that he will find work soon. Steven lacks direction about his future.

He believes he has a 'lot to cover' before he will be able to consider living independently. He has been in supported lodgings for almost two years. He hopes to move away with his foster brother in the next six to eight months, but does not have a plan about how to achieve this.

Steven feels that age and maturity have had a positive impact on him. Together with the learning from C1400, he feels that he has made progress in the last two years although not as much as he had hoped for.

Over the period of the study, Steven tended to display variations in how positive he felt about the future, his plans for living independently and for securing transitions to EET.

7.9 The case studies above serve to demonstrate that C1400 learning has been retained despite personal set-backs which these YCLs have experienced. The 'distance travelled' issues are of key, personal importance to these YCLs. Although neither have made wholly positive transitions at this stage in their lives, their situations might have been less positive, in the absence of C1400 support.

The Influence of a 'Positive Trajectory'

7.10 The importance of a 'positive trajectory' - from pre- to post-C1400 - and its continuing positive influence, appears to support both C1400 graduation and a positive outlook beyond academy attendance. This also appears to support a level of resilience to deal with setbacks which might occur, thereafter:

Table 7.5: Case Study 3: Fiona (graduate)

Fiona took part in C1400 almost two years ago. She found the beginning of the week on Skye quite difficult as she had some fairly significant personal issues, which she felt distracted her from really engaging with the content of the academy during the week.

However, she did graduate at the end of the week and felt that the learning from the programme has been extremely useful for her in the things she has done since then. Of key importance, was her learning about allowing others to speak and being a good listener.

Fiona finished her FE course at the end of June 2006. This was a two-year course. She is hoping to move onto an HND in August 2006, in photography. This would then allow her to do a degree course at Edinburgh in Art Therapy. She is applying for the HND this week, with some help from her throughcare worker.

She could receive Job Seeker's Allowance ( JSA) but would like to get a job to tide her over until FE starts in August. She feels that her C1400 experience helped her to sustain her engagement with FE. This has been hard work as she has had to stay in FE longer than most just to get to a level which will allow her to apply for a higher level qualification.

Fiona is still living on her own and enjoying this.

She has been told that there is a possibility that she can go back on a C1400 academy in August. She feels she could get more out of it this time as her personal life is much more stable than was the case when she attended for the first time.

In the last year she has been involved in the following voluntary work:

  • 'Wise Egg' - trip to Sweden and return trip to see how others get involved in youth services. This was a good experience to meet other people. Her C1400 learning has helped her to speak out in groups of people she does not know.
  • Better Neighbourhood Services Fund project - this project has now come to an end. She was involved in lots of research with young people and service providers regarding funding from the above project. She found this very hard work but benefited from taking part, in a range of ways. She had to get along with a wide range of people. She also now has a greater understanding of how services work and how funding operates.
  • Throughcare group - monthly meetings, where she provides mentoring support and advice to young people.

Her C1400 experience has helped with all of the above, especially with the mentoring role. She still looks at her journal from time to time. She feels that - without C1400 - she would still have joined these various groups but that her role might have been different and less significant. She has the confidence to do things now which she might not have done before.

She does not have the opportunity to discuss her learning with others, or to recall her learning / experience with anyone else. She feels she has missed out on the chance to do this.

Fiona has grown increasingly positive in each of the three rounds of consultation, when discussing her experiences of living independently, being EET and feeling positive about the future.

The Influence of Local Support

7.11 A local environment which continues to promote the C1400 ethos and where local practice is aligned to C1400 principles appears to offer stronger foundations for YCLs to develop and sustain a positive outlook for the future and to make positive progress towards EET and independent living. The YCL in the example below clearly benefited from local support to take part in C1400 on two occasions.

Table 7.6: Case Study 4: Amanda (graduate, on 2 nd attempt)

Pre Columba

Amanda was living with her aunt, having been asked to leave the supported accommodation unit where she had been living, and was unemployed when she first participated in C1400.

Although she attended the pre-academy sessions, which offered some preparation for the week away, she was very nervous about meeting new people and had issues with eating food in front of strangers. She was surprised at how well everyone got on, even those from the other LA area - whom her LA had joined with - and was amazed at how they all worked as a team.

She was struck by the respect she was shown, everyone was "treated like an adult, no one was treated any less or any better" and enjoyed all elements of the academy as it helped her look at her life, learn about herself and think about what to do in the future.

Unfortunately, Amanda did not graduate from her first academy because she admitted to breaking the rules by taking drugs. However the staff said that they saw her potential and because of her honesty she was given a second chance - something that she had not had before. She returned a second time as a volunteer and was "pure amazed and astounded at what I learnt" on her second academy. Amanda thought that no one cared and so did not look after herself and used to take hard drugs, vandalise places, bully people and drink heavily. Her experience at Columba changed that.

Post Columba

On returning home Amanda was determined to move on and get somewhere with her life and she enrolled on a childcare course. She was in frequent contact with her support worker who talked regularly about the Columba experience and the Columban way.

Amanda started her college course and had intended to find a part-time job related to her course. However, at the end of 2005, her father died and she left her aunt's to move back in with her mother. In January 2006 she dropped out of college and lost touch with her support worker.

Since C1400, Amanda feels that she understands herself better - her strengths and weaknesses and concentrates more on herself rather than others. She knows that it is " down to me and me wanting to make the change - Columba just opened my mind to the possibilities".

Amanda still thinks about Columba and really enjoyed all the activities and the chance she was given to go back up and graduate. She believes that if she had not gone to Columba she would still be taking drugs/drinking with friends and possibly even be in prison. Whilst she has currently taken a 'step back' she is now concentrating on getting a job and a tenancy and is optimistic about making things work.

Lack of Direction Displayed by Non-Participants and Some Non-Graduates

7.12 The following case studies serve to demonstrate that focus and direction were often lacking with the YCLs who did not graduate from C1400 or who had not taken part in the C1400 programme:

Table 7.7: Case Study 5: David (did not graduate after 2 attempts)

Pre-Columba

David was in the first group of young people from his LA area to attend an academy on Skye. He was aged 16 and living in a residential unit. He was NEET at the time of taking part.

No-one from the academy group graduated because money had been stolen from the public telephone box.

David went to C1400 for a second time and again did not graduate but, despite this, he believed " it was a life changing experience". He felt that, even though he's been up to Skye twice, the tasks were different each time and the way that the activities were structured had changed and this resulted in different ways of learning on both occasions. He stated that "Columba is in a completely different league" to all other support he has accessed. He felt the Columba staff were very understanding and, although the days were long, all elements of the academy were beneficial experiences.

Post Columba

David moved into supported accommodation and felt that the Columba experience helped as he is "more responsible now. I think about other people, not just about myself". He now lives independently with his girlfriend.

David sees a psychiatrist with regard to his temper and feels that his experience on the programme also helped him to tackle his anger problems. The Columba staff taught him techniques to manage his anger "I have not got it (anger) under control as much as I want it to be, but it is better".

His family (who he is now back in contact with) and friends recognise the positive change in his behaviour and David puts this down to the things he learnt during his time on Skye and putting them into practice when he returned home.

If he had not been on the Leadership Programme he believes he would still be hanging around the city centre, drinking and taking drugs but C1400 made him "sit down and think about what he was doing" and he continues to reflect on his behaviour post-C1400.

David is currently NEET but has had a few jobs over the last 17 months and now does odd jobs for friends. He is thinking about going to college.

Table 7.8: Case Study 6: Tracy (non-participant from non-participating LA)

Tracy has taken part in a Princes Trust residential programme. She felt this was of benefit - it boosted her confidence and encouraged her to meet with new people. However, she felt that the benefits faded over time, and that such programmes need on-going support or the benefits 'fade away''.

Tracy has been in supported accommodation for a year but does not like living on her own. She finds this challenging and would like to move somewhere where she has contact with other young people.

Over the last two years, she has been in FE and has had a range of part-time and full-time jobs. She has not sustained any of these. She would like to get back into FE but realises that she has limited 'staying power' to make this happen.

Over the last two years, she has been in FE and has had a range of part-time and full-time jobs. She has not sustained any of these. She would like to get back into FE but realises that she has limited 'staying power' to make this happen.

Importance of 'Readiness' to Engage with the C1400 Programme

7.13 The two case studies below demonstrate the importance of reviewing how appropriate academy attendance is, depending on personal circumstances. In the first example, the YCL had not been offered the chance to take part in the programme. It appears that significant groundwork would be required, were he to get to this position.

7.14 In the second example, the YCL has reached the point where a positive trajectory is present. C1400 participation might be the support he needs to ensure that he can sustain his engagement with FE.

Table 7.9: Case Study 7: Michael (non-participant from C1400 participating LA)

Michael completed the Ross Programme - a support programme for young offenders - in March 2006. He claims that he did not find it helpful and was 'forced' to go onto it. He was not sure why he took part and did not find the learning relevant ( e.g. anger management). He feels he was 'on it for no reason'. He was sent to CAMHS (child and adolescent mental health services), for anger management, as part of the Ross Programme, but did not find this helpful.

Michael attended compulsory schooling until June 2005 when he became NEET. He was on a work placement for a short time but failed to complete this. He has been to Careers Scotland to look for advice and jobs but has not seen anything of interest.

He still living at home and has been taken off his home supervision order.

Michael feels that the support he receives at home is better than the help provided through SS.

Table 7.10: Case Study 8: Robert (non-participant from non-participating LA)

Robert has had his own tenancy since October 2004. Before that he lived for one year in a bed and breakfast. He receives help from the local throughcare team on average about once a week - by telephone or visit.

He has recently (about April 2006) been in touch with an LA-funded project which offers advice and guidance for support into EET. Through this, he secured a place at FE. He feels he would not have achieved this without LA support. They provided him with help to fill in forms and supported attendance at an interview.

In the meantime, he still attends Jobcentre Plus every fortnight (this is compulsory to receive JSA). He does not find this useful, as no support / discussions take place with any staff there.

Robert has been in and out of work for the last 18 months. He has tended to work in low skilled, low paid jobs. He is looking forward to taking up his place at FE in August 2006.

Robert has been asked if he would like to take part in C1400, since his LA is about to engage in its first academy. He remembers being told something about it but cannot remember much about the early detail.

7.15 The case studies throughout this chapter offer some useful insights in relation to the YCLs involved, the types of support they have received and extent of 'distance travelled'. While these case studies cannot be assumed to represent the wider views of C1400 graduates, non-graduates and non-participants, there are likely to be examples of practice which are relevant to all LA / organisations considering participation in C1400.

7.16 Key issues from the case studies would appear to confirm earlier findings:

  • Incentives for YCLs to engage with support services - from the case studies, one YCL noted their general lack of interest in a support intervention which was felt to be 'forced' upon him. This also seemed to impact negatively upon his willingness to engage with a wider range of services connected to the initial support. Conversely, where YCLs had engaged positively with C1400, this also appeared to affect their willingness to engage with other support services, thereafter. This is an important issue for both Phase 1 and Phase 3 work, in ensuring that local partner services are geared up to engage with potentially new levels of enthusiasm, displayed by YCLs
  • C1400 staff - the skills, style and impact of the staff have been received very positively and seem to really encourage the YCLs to engage with the academy content. The staff are particularly skilled in making the YCLs feel valued, which - in turn - seems to impact upon their enjoyment of the programme and their learning
  • C1400 encourages positive self-reflection - both graduates and non-graduates felt that the programme had encouraged them to look critically at their lives and to work on areas where they could 'self-improve'. This has led to changes in lifestyle ( e.g. removing / reducing drug and alcohol dependencies, improved peer and family relations)
  • Perseverance - C1400 graduates appear to be more determined to achieve their goals than what was displayed by non-graduates and non-participants
  • Future direction - in contrast to the above, non-participants appeared to have less obvious direction for their future lives.

SS and C1400

7.17 Different practices and levels of commitment towards C1400 were evident across the four LAs. This was most obvious in approaches adopted for Phases 1 and 3 of the programme. As noted in chapter 3, much of this was determined by local culture, structures, staffing and resources and levels of senior support. 'Goodwill' and commitment at an individual level among SS was also a key factor in the extent to which C1400 was a strong feature of local ethos and practice.

The CPD Value of C1400

7.18 In the two LAs where C1400 had little continuing emphasis, there was limited evidence of how it had impacted upon individual SS practice and even less evidence of impact on local teams or department. Diminishing recall of learning was also evident. There is a very strong likelihood that continuing day-to-day work pressures will continue to dilute the learning which had taken place and which was recalled more readily during early consultations. In the absence of a local environment which reinforces the CPD value of C1400, its longer-term value is likely to reduce over time.

7.19 It was also evident that SS from the two LAs where SS learning recall was less prominent, that they had tended to take part in academies which featured early in the C1400 pilot. It was noted by these SS that the CPD value of C1400 was not an area of the academy which was highlighted in any particular way. This seems to have influenced the lack of impetus which is placed on the CPD value of C1400, within these settings. Indeed, one SS member noted that this was not something he had considered since he had assumed his role at the academy was to support the C1400 staff and to act as 'role models' to the YCLs.

7.20 However, in the two LAs where C1400 had a heavy day-to-day presence, it had permeated all aspects of working practice - CPD, team meetings and dissemination of 'messages' and practice to those SS who have yet to become involved with C1400. Under these circumstances, all players are likely to be reminded of the positive influence of C1400. In turn, such reinforcement is likely to impact upon the sustainability of C1400 in these LAs.

7.21 The key areas of CPD impact, connected with C1400, are noted below. These tended to fall into two categories - personal benefits and benefits to YCLs:

Personal Benefits:

  • 'Seeing the job as more than a process' - this was the single, biggest issue which SS commented on. The C1400 experience appears to have encouraged SS to consider how their role and influence on YCLs could impact positively (or negatively) upon the routes which YCLs take. One SS member noted that - in a highly charged and complex working environment, characterised by 'rules' about health and safety - there is a temptation to 'reduce' the SS role to something which is process-oriented. C1400 was felt to have emphasised the importance of the two-way dialogue between SS and YCLs and how a 'process-driven' approach can make YCLs feel under-valued, with a likelihood of inhibiting positive outcomes. One SS member described this as: 'tired social workers produce tired social work'. C1400 was seen to 'inject something new into the job'
  • Positive impact on confidence and job satisfaction - related to the above, one SS member noted that C1400 gave her the 'push' she needed to make a positive start in a new job. She also noted that she was less inclined, now to ' back-pedal to safety' and is more likely to embrace new areas of work in a positive way
  • Reflecting on personal practice and impact on job effectiveness - job reflection also featured strongly as a key influence from C1400. Some SS noted that 'taking a step back from the job' made them more effective in the decisions they made. This was often related to encouraging YCLs to take responsibility for their actions, as opposed to making decision for them. Connected to this, several SS noted that C1400 presents a challenge to an authoritarian style of working with YCLs. This style was felt to be ineffective as it often made the YCLs more dependent upon support, rather than focusing them on preparing for independent living. This issue might be connected to SS with previous experience of working with YCLs or LAC in residential settings
  • The 'spread' of C1400 to local partners - in the LAs where C1400 is becoming embedded in local practice, the ethos is felt to be spreading to the work of local partners. This interest is now resulting in C1400 participation from SS in residential units, and offers a strong signal of the potential for future partnership working
  • Recognition of CPD support for throughcare workers - it was noted that a 'gap' is sometimes felt to exist in relation to the types of CPD which are available to throughcare workers. This is because CPD was often felt to be aimed at disciplines such as education and social work, without obvious 'connection' to the throughcare role. It was also felt that C1400 offers an approach to working with YCLs which is a step removed from traditional practice, in that SS are encouraged to 'reach out' to the client group through dialogue and effective relationship building. This was felt to be a welcomed departure from traditional authoritarian roles. In this way, C1400 was noted as being strongly linked to the professional ethos which underpins the '21st Century Social Work Review'
  • Adopting a 'future-oriented' approach to working with YCLs - linked to the above point, several SS noted that C1400 tends to encourage a questioning style and reflection on the part of the YCL which is 'future-oriented'. This was also felt to offer a departure from a traditional 'counselling' role, which can often have a focus on exploring historical events of significance to the YCL. C1400 tends to focus on what the future can hold and - as such - was felt to offer a more positive approach to engaging with the client group.

CPD Benefits which 'Transfer' to YCLs

7.22 The following benefits were noted as ones which 'transfer' to YCLs, due to changes in approach / practice which serve to benefit the client group:

  • The development of coaching skills - these were felt to be hugely beneficial when working with YCLs and in encouraging them to take new steps forward in their transitions to EET and independent living. It was noted that there was a great deal of value in reflecting on SS questioning techniques since this could encourage YCLs to see things from a different perspective and could result in more positive action and more YCL 'ownership' of the issues which affect them
  • Further developing SS / YCL relations - many SS noted that C1400 had encouraged the development of stronger, more honest and more trusting relationships between SS and YCLs. Some of this was felt to be triggered by being on an academy together, and then further developing this, on return from the academy, in the local environment. Improved relations were also felt to lay the groundwork for more effective dialogue between YCLs and SS
  • Group work facilitation skills - many SS noted that facilitating group work can be difficult for two reasons: 1) it is often challenging to bring together a group of young people who have a genuine common purpose. In the absence of this common purpose, the group dynamic either fails or is quickly dissipated. One SS member described this as bringing YCLs together but then getting them to work in parallel ( e.g. during a literacy or ICT class); 2) it was also noted that SS often lack the skills and experience to facilitate group work effectively. C1400 challenges both of these potential shortcomings since the group work purpose is evident (where the YCLs have experienced the programme) and SS are better equipped to facilitate these sessions
  • Having higher expectations of YCLs - several SS noted that C1400 encourages SS to be less accepting of the 'cannae dae it' attitude which YCLs can often display. By having higher expectations of what the YCLs can achieve, there is felt to be a keener sense of determination on the part of the YCLs. Clearly, how SS address such circumstances requires to be tempered by realism. However, reinforcement of the 'Columban code', especially with C1400 graduates appears to act as a reminder of the importance of having high, personal expectations.

On-Going Challenges / Barriers in Working with C1400

7.23 A range of challenges expressed by SS were noted in chapter 5. These relate predominantly to challenges in planning, co-ordinating and resourcing delivery for C1400, from Phase 1 through to Phase 3.

7.24 Getting the most 'mileage' from C1400 is strongly influenced by local planning and resourcing mechanisms and constraints. Several SS noted that C1400 had placed a new level of importance upon facilitating group work sessions for YCLs. This is often time-consuming to plan and facilitate. In some areas, where YCLs are more geographically dispersed, it is very challenging to bring YCLs together on a regular basis. As noted above, some SS noted a 'skills gap' in developing a strong and effective group dynamic.

7.25 Another key challenge is to ensure that momentum for C1400 is sustained beyond the academy, whether YCLs graduated or not. Clearly, different types of support and follow-up are necessary for the two different groups. SS noted that this can be resource-intensive. This is even more of an issue for those LAs who are attempting to embed the C1400 ethos and practice within the local environment. Making group work and coaching the 'norm' is likely to require changes to personal and team practice. The time and commitment required to transform local practice can be significant.

7.26 SS also tended to note that support and advice from the C1400 team was not easy to access given the proximity and logistics of on-going communication. The appointment of the C1400 Programme Manager has clearly assisted in addressing this. Monitoring of this is necessary in order to establish if LAs feel they are receiving effective support and advice, and how this is assisting in embedding the C1400 philosophy and practice, beyond the academy.

7.27 There is also a need to review how this support can be made sustainable in the future, through - for example - the proposed mainland 'hub'. A vehicle such as this is likely to be required to act as a conduit for LAs to exchange ideas and practice with each other.

Overview

7.28 The C1400 programme is felt by YCLs and SS alike to be a strong enabling force in achieving moves to, and the sustaining of EET status and independent living / positive and stable living circumstances. Chapters 6 and 7 have demonstrated that the C1400 programme offers the types of support which impact strongly upon 'self-improvement'. This, in turn, is felt to have a positive impact in supporting transitions to EET and independent / stable and positive living.

7.29 There is, of course, likely to be a wider 'holistic' package of support which is necessary in supporting the move to / sustaining of these EET and independent living - e.g.YCL age and maturity, being in a 'positive trajectory' and the effectiveness of SS support and the wider LA / YCL support service operating environment.

Page updated: Monday, March 05, 2007