8. CALEDONIA YOUTH: REVIEWING EDUCATION SERVICES
CHAPTER 8 OVERVIEW
- Emerging evidence identifies the characteristics which effective sexual health and relationship Education provision (located within an approach which also includes information provision and clinical services) might have.
- The Review now uses these facets or characteristics of education provision to explore Caledonia Youth's Education work in more detail.
Introduction
8.1 An overview of the agency's Education services was given in chapter 3. This chapter of the report continues reflection on Caledonia Youth service provision in relation to emerging evidence about what works in the provision of education for sexual health and wellbeing. This section of the report, focusing on Education services, has been informed by:
- Interviews with Caledonia Youth staff and Board
- Interviews with External Stakeholders
- Observations of practice
- Focus groups with young people
Exploring Caledonia Youth's education provision
8.2 In general, across interviews staff and external stakeholders reported that the agency's Education work reflects the characteristics identified as important by current evidence regarding education for sexual health and relationships (see appendix 3). For some external stakeholders Education services were seen as the key area in which Caledonia Youth should extend practice.
I feel they need to go this way, become the lead agency, expand this, it would be unique. Although I'm not sure how they can cope as a small agency. If they don't focus, and move away from clinical services, they will be pulled in two directions and impact is dissipated. (S)
8.3 Staff interviewees identified important links between Education work with groups into one-to-one Education work or Clinical services. At the moment however the agency does not have quantitative data available to evidence that this 'pathway' operates. Staff also identified that initial one-to-one Education sessions would be used to clarify that the young person needed an Education input, or perhaps were more in need of Counselling support.
About 15% of our referrals come through our education work but the young people don't always make this connection. It is only after the third time of asking that they might say "oh aye, the wee wifey came in to school! ( CY)
A lot of the young people who are referred in for one-to-one education work actually need counselling, so then I'll refer on. This often becomes apparent in the first session you do, where there's a lot of checking out of needs and issues. ( CY)
8.4 Education staff identified that Branch teams successfully meet targets in relation to numbers of sessions contracted in Service Level Agreements but also identified that there was more work which could be done; however, there is currently no systematic way to record work which the teams are unable to do. Finally, in terms of general comments one stakeholder identified the importance of Education services being available free of charge.
The voluntary sector often doesn't do itself any favours by coping and managing high demand. If you are coping in the eyes of funders then you do not look like you need any further resources or funding. One point would be the fact that we have to turn down education sessions. We have requests for more than we do, requests we just can't meet as we can't physically be in two places at once. This is an important point - we don't record what we can't or don't do. We only record the number of bums on seats, consultations, education sessions etc. ( CY)
If the service wasn't free to the school it would have to go into a very long queue for resources. (S)
8.5 The following sections contain a description in terms of the characteristics of Caledonia Youth's Education work. For illustrative quotes from contributors go to appendix 12.
Education service: Uses participatory approaches and focuses on experiential learning
8.6 Staff interviewees viewed these characteristics as a central methodology, particularly in work with young people with poor literacy skills. Staff cited the use of condom demonstrations, role play and practising communication skills, with a focus on skills for real life situations. External stakeholders agreed this approach characterised the Education work undertaken; with a view of the agency's education work as creative and participatory and appropriate in work with young people who are less likely to engage with traditional pedagogic approaches. These approaches were observed in practice by the review team.
Education service: Uses theoretical models in developing interventions
8.7 There was some difficulty for Staff interviewees about the term 'theoretical model' but in conversation staff identified interventions as being characterised by an emphasis on person-centred learning, tailoring input to the individual or group, meeting young people's needs, on not having a tick box approach, and that Education sessions are bespoke/designed for the individual or group.
8.8 In external stakeholder interviews there was an understanding of the agency's Education work for one interviewee as being "based on a biomedical model along with social/political influences" (S) whilst another made a more general point about a lack of understanding and inadequate use of theory in Education work by agencies (both statutory and voluntary sector) delivering sex and relationship education. In a further external stakeholder input there was a concern about a lack of understanding or over stating of what Education for sexual health can achieve.
Education service: Identifies specific risk and protective factors to be targeted
8.9 Staff reported that they understand and explore risk and protective factors in their Education work. This, it is reported, is achieved through ensuring full briefings from the professional requesting sessions and then efforts to check out young people's needs and expectations at the outset of an input or programme. Staff recognised the need to be aware of changing circumstances and emerging issues. In relation to work with young people with disabilities one external stakeholder agreed a focus on relevant risk and protective factors is essential. The Review team observed practice which explored this area.
Education service: Addresses behavioural skills including communication, negotiation, refusal and self-efficacy
8.10 Staff interviewees identified the importance of addressing behavioural skills using participatory approaches and experiential learning. To support young people to continue to build skills for good sexual health and wellbeing Education staff identified the value of facilitating a visit to a clinic so that young people's capacity to engage with clinical services is encouraged. In the agency's work in Prisons staff identified the centrality of work around communication when considering personal relationships. External stakeholders did not comment on this aspect of Education work.
Education service: Addresses gender, equality and diversity
8.11 Across interviews staff identified the importance of gender and equality in their work. Difficulties in shifting cultural norms were recognised. Across external stakeholder interviews there was recognition that Caledonia Youth's Education work on gender, equality and diversity is valued, and that in practice staff use materials which prompt discussion and learning in this area and indeed this was observed in practice.
Education service: Age/audience appropriate with clarity of goals, materials and methods
8.12 Staff interviewees emphasised the importance of planning and clarity about inputs, considering topics to be covered, methods to be used and outcomes expected. The bespoke nature of inputs, planning and preparation and an investment in one-to-one education sessions were reported by staff as ways of ensuring appropriateness. Education staff expressed confidence in working in informal education or youth work settings. External stakeholders also recognised the value of these characteristics of the Education service, valuing the bespoke nature of inputs, clarity of purpose, flexibility and pace of sessions.
8.13 One external stakeholder, while supportive of the agency's work, identified the need for Caledonia Youth to consider an increased focus on relationship education, and saw value of increasing opportunities to work in partnership on development and delivery of Education work.
Education service: Provides clear consistent messages, reinforced over time, about abstaining from sex and contraception for those considering/having sex
8.14 Staff interviewees identified the importance of such messages, and were keen to stress that these should be non-judgemental, focused on safety and wellbeing, and delivered equally to both young women and young men. The term 'abstaining from sex' was difficult for some Staff. They sought to clarify what this meant to them, preferring messages which are about being able to say 'no', rather than the professional urging them to say 'no'. Discussion of these issues was observed in Education practice. External Stakeholders did not comment on this characteristic of Education services.
Education service: Are of adequate duration
8.15 Staff interviews report a focus on ensuring Education inputs are of an adequate duration. External stakeholders agreed that delivering programmes over time, rather than as one-offs, was beneficial to many young people. In reality however, a significant level of the agency's Education work does consist of one-off inputs to groups, although this may be part of a longer programme being provided by the host setting. However, some stakeholders (also involved in the provision or coordination of education programmes) had concerns that the agency were responding to one-off requests for inputs to schools which were not necessarily part of programmes, however these interviewees also recognised that they lacked accurate knowledge about agency activity.
Education service: Address parental skills and knowledge; including understanding sexual health messages, communication, support, connectedness or monitoring of behaviour
8.16 Staff interviewees report that exploring parenting can be part of Education inputs if that is identified as a need and negotiated with host settings. This area is a specific area of interest in Prisons work where parents over the age of 25 can talk to a member of the Caledonia Youth team about parenting issues. Contact with parents of young people on the receiving end of Education inputs was also seen as particularly important in work in special school settings. External stakeholders did not comment on this characteristic of Education services.
Education service: Is led by trained, motivated staff with a belief in the programme.
8.17 Staff interviewees strongly agreed that this statement characterised the agency's Education work. External stakeholders, specifically those who had engaged with Caledonia Youth staff in planning and delivery of Education inputs also commented positively on the motivation and skills of the team. Observation of practice confirms this view.
Further issues
8.18 Two further areas emerged in External Stakeholder interviews; the relationship between Caledonia Youth's Education work and the use of the SHARE education programme 15, and the relationship between the agency's Education work and A Curriculum for Excellence 16.
8.19 Where Caledonia Youth Education services and SHARE are available simultaneously there was a concern from some stakeholders that schools with SHARE-trained staff were still inviting in Caledonia Youth as an external provider when the intention had been to build capacity and confidence within the school. It was seen as undermining progress for Caledonia Youth to accept such invitations. For the Caledonia Youth team requests to these schools reflect a lack of confidence despite SHARE training in some aspects of delivery of the curriculum. This is an issue that needs to be discussed locally.
8.20 In relation to A Curriculum for Excellence developments Stakeholders identified the need for the agency to be aware of developments and how these will impact on Education services; particularly as sexual health, relationships and parenting are a key theme in the Health and Wellbeing strand of the new curriculum.
Summary
8.21 Contributions from internal and external interviewees, evidence from observation of practice and contributions from young people who have participated in education sessions supports the claim that the agency's Education services, offered in a range of settings and in groups or one-to-one, work to reflect the characteristics identified as important by current evidence. In particular the agency delivers education work which is focused on using participatory approaches and experiential learning. Sessions are well planned and staff are flexible and responsive to what is presented in the course of a session. The challenges faced in addressing communication skills and building self efficacy are recognised, and opportunities for one-to-one work, for example in the Young Offenders project work, are seen as particularly valuable in addressing such complex issues.
8.22 The agency is committed to providing inputs of adequate duration but there were some concerns about host agency commitments to providing coherent and adequate programmes. Better links with local partners delivering programmes such as SHARE are required. Reporting on the demand for Caledonia Youth services, and recording of those requests which cannot be met, must be improved.
8.23 There is a need for the agency to address the extent to which its education practice is informed by theoretical models and by current developments in relation to A Curriculum for Excellence. There is strong evidence that the services are delivered by motivated staff with a belief in the ethos and purpose of the agency. For some external stakeholders Education services were seen as the key area in which Caledonia Youth should extend practice.