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TRANSCRIPT
Session 6 – Innovative Work with Vulnerable Young People and Adults Not in Education,
Employment and/or Training (NEET)Your speakers;
• Debbie Braid WiSE Ability Services
• Yolande Burgess London Councils
• Allan Potter & Jemma Disney Adviza
• Karen Adriaanse Ex HMI National Lead for Ofsted, Careers Guidance and Employability
www.dmhassociates.org
Our Vision is:Inspire, transform and enable people to realise their potential.
Our Mission is:Empowering people to enrich the community.
‘Changing identities: innovative work with vulnerable young people and
adults not in education, employment or training (NEETs)’
WISE Ability
• WISE Ability assists customers to develop important life skills, work ready skills, strategies and confidence to overcome their challenges and barriers, as a means for achieving positive outcomes in education, training, employment and personal well being.
• Founded by the Australian charity WISE Employment in 2008
• Providing a range of services in:• Employability
• Skills
• Mental Health
• Offender Rehabilitation
• Social Enterprise
WISE Ability
CAT
CARROT
DOOR
TAP
BOTTLE
RABBIT
SINK
DOG
PUMPKIN
LORRY
CHAIR
FISH
TABLE
Mental Health Issues - NEET
Psychology and Psychiatry UK tell us:
25% of adults in the UK will experience a Mental Health condition within their lifetime.
NEET?
• 60% of the young people who are NEET will experience a Mental Health condition during childhood and adolescence.
• 98% of the 60% will have a low optimistic outlook for their lives.
• One of the highest categories at risk of Mental Health issues
in our population
Cognitive Remediation therapy (CRT)
• CRT originated from a study of the success of CRT on people who had suffered a traumatic brain injury or had schizophrenia, however, in recent years the positive impact that the therapy can have on people with a variety of mental health conditions has been recognised.
• The objective of the therapy is to move people with Mental Health cognition towards ‘Metacognition’. Awareness and understanding of your own thought process…..’Thinking
about thinking’
• By targeting a persons specific cognitive impairments (results from their individual assessment the MOCA –Montreal Cognitive Assessment) and strengthening and refining neural circuits we can encourage the individual to consider alternative strategies to use in everyday life, which in turn can lead to behavioural and mindset changes.
• We use ‘happy neuron’ a fun online platform to offer group and 121 brain exercising games coupled with 121, Vocational Coach led, bridging techniques where the person will create scenarios where they can utilise their new learned strategies.
CRT – Cognitive Functions
Function(looking at only 1 sub category)
Example of Mental Health Condition
Example of Poor Cognitive Function
Memory(Recall)
Stress and Anxiety Cannot recall someone’s name that you have recently met
Attention(Lack of concentration)
Attention Deficit and Hyperactivity Disorder (ADHD)
Miss important instruction because you cannot concentrate
Language(verbal communication)
Borderline Personality Disorder
Find it difficult to participate in day to day conversation
Executive Functions(problem solving)
Depression Car breaks down – no solution
Visual and Spatial(Imagination)
Low self esteem No dreams or aspirations
WISE Ability
CAT
CARROT
DOOR
TAP
BOTTLE
RABBIT
SINK
DOG
PUMPKIN
LORRY
CHAIR
FISH
TABLE
Cognitive Remediation therapy
• Our parent Charity - WISE Employment Australia have been using CRT in their Employ Your Mind programme and have had huge success. The findings from their pilot of support has shown improved “cognitive performance and vocational confidence”
• WISE Ability actualised our dream of designing and delivering our own innovative Mental Health programme, using CRT, that is accessible to all including our young people who are on our NEET provision in the South.
• In 2018/19 our first pilot provision of WISE Choices was delivered
( 12 people) the cognitive performance of all customers, with no regard
to age, gender or educational status, over a period of four weeks, three
to five 40 minute sessions per week!
WISE Ability
CAT
CARROT
DOOR
TAP
BOTTLE
RABBIT
SINK
DOG
PUMPKIN
LORRY
CHAIR
FISH
TABLE
www.londoncouncils.gov.uk
Changing identities: innovative work with
vulnerable young people and adults not in
education, employment or training…
(or should we go back to basics?)
Yolande Burgess, London Councils
• Most NEET young people are long term
NEET
– 75% of young people (aged 18 to 24) have
been NEET for a full 12 months or more
• Young people from disadvantaged
backgrounds are twice as likely to be long-
term NEET as their better-off peers
– 21% to 10%.
A ‘sticky’ issue
Gadsby , B., 2019. The long-term NEET population. London: Impetus, the Private Equity Foundation – Period to September 2016
Characteristics
Department for Education, 2018. Characteristics of young people who are long-term NEET. London: Department for Education DFE-RR773 – Period 2013/14 at age 15
“Drowning problems in
an ocean of information
is not the same as
solving them”
Ray E. Brown
Magic
bullet?
Strategies
• Influence national and regional commissioners and shape priorities from early years
• Achieve integrated commissioning of support programmes, across services
• Align programmes so that more young people benefit, succeed and progress
• Share data and intelligence to improve programme performance and better meet needs
• Mainstream provision (it’s where the money is)
• Preventative support
• Careers education, information, advice, guidance
• Targeted support
• Supported entry into employment
• ‘Wrap-around’ support
… choices and progression routes
Sustainable solutions
“Give me a lever long enough, a fulcrum strong enough and I’ll move the world” Archimedes
Everything is possible
Career Development: Identity, Innovation & Impact
Thursday 10th October 2019
Fazeley Studios, Birmingham
Allan Potter, Building Futures
Jemma Disney, Princes Trust & ESF
Building Futures - Who are we?
Core Partners
Support Partners
Referral Partners
Project Objectives
• Provide 1-2-1 intensive support and group work for long term unemployed aged 18+.
• Work with other community agencies to align projects and provide added value.
• Direct Building Futures funding towards recognised provision gaps.
• Work closer with employers to help recognise recruitment barriers and meet their recruitment needs.
What do we do?
Employment FM & Wycombe Wanderers
Project Partners
Future Steps – Lone Parents course
Wycombe Job club
Project Partners
How are we doing?
Registered Participants – 554 (Project target 400)
Currently working with – 150-200 participants
Started Education – 83
Started employment – 97
Economically Inactive participants job searching - 72
Prince’s Trust Team Programme
• 12 week full time course for young people aged 16 -24 years old
• Learn importance of Team Work
• Attend a residential to develop and learn new skills
• Complete a 2 week work placement
• Undertake projects aimed at helping the local community
• ¾ young people who we supported last year moved into work, education or training
Prince’s Trust Team Programme
Benefits…
• Develop confidence
• Realise own potential
• Focus on wellbeing
• Ready for work
• Awarded qualification
• Sense of achievement & purpose
Berkshire Intensive ESF
• At risk of NEET young people identified in Year 10 & 11
• Long term intensive support 74 – 198 hours
• Bespoke packages created from range of different path ways
• FIS (Framework for Intensive Support) Assessment with each young person, to tailor support to individual need, build an action plan and measure distance travelled
FIS - Background
• Impetus PEF 2017
• Research - Deirdre Hughes – theory behind FIS
• Developed a tool to support young people into work and measure the distance travelled – card and digital version
• Used by all Advisers delivering intensive support both in schools and the community including prisons
• https://youtu.be/I0YJ40Ytifw
Evaluating Work with Vulnerable Young People and Adults
Karen AdriaanseSenior Associate
Impact? Impact? Impact?
Going in the right direction?What difference has this
made to me?
What difference has this made to
individuals?
What difference has this
made to communities?
How do we know?
How do I know?
How do you know?
Is this culture shift we
were looking for?
Short-term impact?
Medium-term impact?
Long-term impact?
So what?
Now what?
Ofsted’s new judgement: The Quality of Education
Inspectors will consider:
the provider’s curriculum, which embodies the decisions
the provider has made about the knowledge, skills and
behaviours its learners need to acquire to fulfil their
aspirations for learning, employment and independence
(Intent)
the way teachers teach and assess to support learners
to build their knowledge and to apply that knowledge as
skills (Implementation)
the outcomes that learners achieve as a result of the
education they have received. (Impact)
Evaluating the impact of provision for vulnerable young people and adults
• What would your starting point be?
• What would you look for?
• What would you do?
• How would you know if it was at least good?
The views of participants/learners
‘You can achieve anything if you put your mind to it.’
‘I’ve learnt that to change, you need to focus and give 100% to what you need to do to change.’
‘I have learnt not to give my addiction too much power and to just say no.’
‘The teamwork has helped me interact with others and I have more confidence in coping with new or difficult situations.’
‘The course has made me feel that I can achieve what I want to achieve. It helped my mental state of mind.’
‘They speak to you as an individual. They see the whole person in you and things that you cannot see in yourself because you're stuck in a rut'.
Getting the focus of the evaluation righthttp://dmhassociates.org/international-literature-review-education-and-training-in-prisons-2
‘Targeted education and skills mediated provision designed to improve prisoners’ education, employment and/or social outcomes.’
What research has been carried out over the last decade on effective strategies in prisons and local communities to improve prisoner’s outcomes?
Were the recommendations implemented? Did they have the intended impact?
What types of interventions affect post-release recidivism and employment rates?
Where are examples of good/innovative policies and practices?
Thank you!Any questions?
Contact: Karen Adriaanse
An invitation to continue the
Dialogue…
Email: [email protected]
Tel: +44 (0)7754 436 311
Session 6 - Question Time
• Debbie Braid [email protected]
• Yolande Burgess [email protected]
• Allan Potter [email protected]
• Jemma Disney [email protected]
• Karen Adriaanse [email protected]
www.dmhassociates.org